Learning, Unlearning, Relearning: Strategies for 21st Century Learners to tackle the Digital Learning Paradox.
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| Title: | Learning, Unlearning, Relearning: Strategies for 21st Century Learners to tackle the Digital Learning Paradox. |
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| Authors: | Verma, Vaibhav1 vaibhav.rie@gmail.com, M., Sameer Babu1 msameer@jmi.ac.in |
| Source: | Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 3, p179-209. 31p. |
| Subject Terms: | *Digital learning, *Instructional systems, *Learning strategies, *Learning, *Metacognition, Cognitive flexibility, Artificial intelligence in education |
| Abstract: | The 21st century faces a digital learning paradox where an abundance of information leads to cognitive overload. This paper examines strategies for the learning cycle of learning-unlearning-relearning and emphasizes the need for cognitive flexibility in a fast-paced digital landscape. Using Braun and Clarke's thematic analysis, it identifies key themes, including psychological barriers to unlearning and the transformative potential of AI in education. Findings indicate that while digital tools enhance accessibility, they may result in shallow processing and decreased retention. The research proposes solutions such as categorizing knowledge and encouraging metacognition to foster lifelong learning in institutional settings. Additionally, a conceptual framework for adaptive learning is presented, advocating for skill-based pedagogies over traditional contentfocused approaches. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195268043 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195268043 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.32674/v2j8aa74 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 179 Subjects: – SubjectFull: Digital learning Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Learning Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Cognitive flexibility Type: general – SubjectFull: Artificial intelligence in education Type: general Titles: – TitleFull: Learning, Unlearning, Relearning: Strategies for 21st Century Learners to tackle the Digital Learning Paradox. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Verma, Vaibhav – PersonEntity: Name: NameFull: M., Sameer Babu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21662681 Numbering: – Type: volume Value: 15 – Type: issue Value: 3 Titles: – TitleFull: Journal of Interdisciplinary Studies in Education Type: main |
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