A SWOT analysis of integrating cognitive and non‐cognitive learning strategies in education

Abstract Students must receive the knowledge and skills they require for succeeding in a constantly changing world. Meeting each student's diverse needs, nevertheless, is difficult. For the purpose to promote student development and improve educational outcomes, this review study attempts to give a thorough conceptual framework for integrating both cognitive and non‐cognitive learning methodologies. While non‐cognitive learning focuses on social and interpersonal skills, emotional intelligence, and resilience, cognitive learning involves the acquisition of intellectual skills and critical thinking. Both types of education are essential for children's holistic development. Integrating non‐cognitive and cognitive approaches in education sector has several advantages. It promotes a well‐rounded education by offering a balanced approach that addresses the intellectual, emotional, and social elements of student progress. To support the suggested conceptual framework, a thorough analysis of recent research on the subject is conducted. The implementation of cognitive and non‐cognitive learning in the present condition is examined through a bibliometric analysis, which identifies research trends and gaps. In addition, a SWOT analysis has been done to assess the advantages, disadvantages, opportunities, and threats related to these strategies. The issues and areas that require additional research and development are better understood due to this analysis. The research's conclusions demonstrate the importance of adopting a well‐rounded educational strategy which considers various demands of students. The education system can encourage academic performance, critical thinking, socio‐emotional well‐being, and prepare students for success in a variety of spheres of life by integrating cognitive and non‐cognitive learning. It also points out the research gaps and underlines the value of further study for enhancing comprehension and cognitive and non‐cognitive learning methodologies' application.