Resistance to learning: reasons and remedies via a qualitative research synthesis

Yükleniyor...
Küçük Resim

Tarih

2025

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Intelektual Pustaka Media Utama

Erişim Hakkı

info:eu-repo/semantics/closedAccess

Özet

This literature review aims to synthesize the factors behind resistance to learning and proposes evidence-based strategies to address them, drawing on two decades of peer-reviewed research. Using a systematic qualitative review, thematic analysis with MAXQDA software identified six categories of resistance causes: psychological, sociocultural, educational, personal, cognitive, and environmental. The study underscores the intricate relationship between individual and contextual influences on learning. It advocates for a comprehensive strategy that fosters growth mindsets, active learning, and emotional and cognitive support within inclusive environments. These approaches aim to meet diverse learner needs, enhancing engagement and effectiveness. The research underscores the critical role of adaptable, inclusive educational practices in reducing resistance and boosting success. Educators, policymakers, and designers are called for a united effort to foster a conducive learning environment by thoroughly understanding learning resistance complexities and evidence-based interventions. The novelty of this study lies in combining issues of learning resistance with research-based solutions in one scholarly piece. It provides valuable insights to enhance teaching and learning, emphasizing the importance of adaptive, inclusive, and supportive educational practices to mitigate resistance and achieve improved educational outcomes.

Açıklama

Anahtar Kelimeler

Active learning, Environmental context, Holistic approach, Learning resistance, Psychological factors, Sociocultural influences

Kaynak

Journal of Education and Learning

WoS Q Değeri

Scopus Q Değeri

Q4

Cilt

19

Sayı

1

Künye

Küçükkaragöz, H. ve Meylani, R. (2025). Resistance to learning: reasons and remedies via a qualitative research synthesis. Journal of Education and Learning, 19(1), 294-313.