THEORETICAL EVALUATION OF BLOOM'S TAXONOMY IN MODERN HIGHER EDUCATION
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| Format: | Recurso digital |
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2025
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| _version_ | 1866902038597599232 |
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| author | Sultonova, Sadoqat |
| author_facet | Sultonova, Sadoqat |
| contents | <p><span lang="EN-US">Bloom’s Taxonomy has long served as one of the most influential theoretical frameworks for structuring learning outcomes, instructional strategies, and assessment practices in higher education. Since its first publication in 1956, the taxonomy has undergone extensive theoretical reinterpretation, including its major revision by Anderson and Krathwohl (2001), leading to renewed debates on its relevance and applicability to modern pedagogical demands. This article provides a theoretical evaluation of Bloom’s Taxonomy in contemporary higher education, examining its conceptual foundations, cognitive hierarchy, pedagogical value, and limitations within competency-based and student-centered learning paradigms. The analysis draws on established research in educational psychology, curriculum design, and cognitive science to assess the taxonomy’s strengths in instructional alignment and its weaknesses in accounting for complex, nonlinear learning processes. The study argues that Bloom’s framework remains highly valuable as an organizational tool for designing learning objectives and assessments; however, it requires integration with modern theories such as constructivism, metacognition, universal design for learning, and 21st-century skills frameworks. The article concludes that Bloom’s Taxonomy continues to hold significant theoretical relevance but should be applied flexibly and critically in order to meet the evolving needs of modern higher education.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17695165 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | THEORETICAL EVALUATION OF BLOOM'S TAXONOMY IN MODERN HIGHER EDUCATION Sultonova, Sadoqat <p><span lang="EN-US">Bloom’s Taxonomy has long served as one of the most influential theoretical frameworks for structuring learning outcomes, instructional strategies, and assessment practices in higher education. Since its first publication in 1956, the taxonomy has undergone extensive theoretical reinterpretation, including its major revision by Anderson and Krathwohl (2001), leading to renewed debates on its relevance and applicability to modern pedagogical demands. This article provides a theoretical evaluation of Bloom’s Taxonomy in contemporary higher education, examining its conceptual foundations, cognitive hierarchy, pedagogical value, and limitations within competency-based and student-centered learning paradigms. The analysis draws on established research in educational psychology, curriculum design, and cognitive science to assess the taxonomy’s strengths in instructional alignment and its weaknesses in accounting for complex, nonlinear learning processes. The study argues that Bloom’s framework remains highly valuable as an organizational tool for designing learning objectives and assessments; however, it requires integration with modern theories such as constructivism, metacognition, universal design for learning, and 21st-century skills frameworks. The article concludes that Bloom’s Taxonomy continues to hold significant theoretical relevance but should be applied flexibly and critically in order to meet the evolving needs of modern higher education.</span></p> |
| title | THEORETICAL EVALUATION OF BLOOM'S TAXONOMY IN MODERN HIGHER EDUCATION |
| url | https://doi.org/10.5281/zenodo.17695165 |