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Informal Learning and Cognitive Processes: A Psychological Analysis between Theories and Applications

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Listed:
  • Antonio Sacristano
  • Carmine Genovese
  • Stefania Di Nicola

Abstract

Informal learning is a key element in the development of knowledge and skills outside formal educational contexts. This study explores the psychological, cognitive, and social dynamics of informal learning, with particular attention to the role of technology. Through a literature review, the processes of self-regulation and metacognition—essential for autonomous learning management—are analyzed, along with the contribution of communities of practice to the co-construction of knowledge. Digital technologies, such as personal learning environments (PLEs), social media, and artificial intelligence, emerge as central tools in facilitating informal learning by expanding access to resources and fostering collaborative interaction. However, challenges related to attention management and overstimulation require targeted pedagogical strategies. Finally, future perspectives are discussed, highlighting the potential of immersive technologies and adaptive systems to personalize and optimize informal learning. This study provides insights for the design of innovative educational environments capable of leveraging the opportunities offered by informal learning in the knowledge society.

Suggested Citation

  • Antonio Sacristano & Carmine Genovese & Stefania Di Nicola, 2025. "Informal Learning and Cognitive Processes: A Psychological Analysis between Theories and Applications," European Journal of Education and Pedagogy, European Open Science, vol. 6(4), pages 38-44, July.
    • Handle: RePEc:epw:ejedu0:v:6:y:2025:i:4:id:30962
    DOI: 10.24018/ejedu.2025.6.4.962
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    References listed on IDEAS

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    1. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
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