TY - JOUR

T1 - Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review

AU - Бордунос, Александра Константиновна

AU - Волкова, Наталья Владимировна

AU - Милетич, Маина Павловна

PY - 2025/7/1

Y1 - 2025/7/1

N2 - Background: Universities emphasize the importance of students’ mental health, engagement, and soft skills, such as critical thinking, communication, collaboration, creativity, and self-management. Objectives: The review aims to explore how the Langerin socio-cognitive approach to learning (also known as mindful learning) is defi and applied in the context of universities and to suggest an agenda for further research of mindful learning in this sphere. Design/methodology/approach: The study presents a scoping review based on web scraping conducted in Litmaps (k = 82), and topic modeling using the Python programming language (k = 77). Findings: Three key themes were identifi : 1) the concept of mindful learning; 2) the role of mindful learning in psychological well-being; 3) the role of mindful learning in the development of soft skills. The results suggest that mindful learning is presented in the literature as a way to support students’ control over the learning process, improve psychological well-being, raise students’ intrinsic motivation to learning, foster individual proactivity, and develop socio-cognitive competencies. Originality/value: To our knowledge, no other study conducted a scoping literature review on the Langerian socio-cognitive approach to learning, thus distinguishing it from other areas of research often using similar terminology (e.g. mindfulness). We propose and successfully implement a new approach to conducting a scoping literature review by using web-scraping and topic modeling.

AB - Background: Universities emphasize the importance of students’ mental health, engagement, and soft skills, such as critical thinking, communication, collaboration, creativity, and self-management. Objectives: The review aims to explore how the Langerin socio-cognitive approach to learning (also known as mindful learning) is defi and applied in the context of universities and to suggest an agenda for further research of mindful learning in this sphere. Design/methodology/approach: The study presents a scoping review based on web scraping conducted in Litmaps (k = 82), and topic modeling using the Python programming language (k = 77). Findings: Three key themes were identifi : 1) the concept of mindful learning; 2) the role of mindful learning in psychological well-being; 3) the role of mindful learning in the development of soft skills. The results suggest that mindful learning is presented in the literature as a way to support students’ control over the learning process, improve psychological well-being, raise students’ intrinsic motivation to learning, foster individual proactivity, and develop socio-cognitive competencies. Originality/value: To our knowledge, no other study conducted a scoping literature review on the Langerian socio-cognitive approach to learning, thus distinguishing it from other areas of research often using similar terminology (e.g. mindfulness). We propose and successfully implement a new approach to conducting a scoping literature review by using web-scraping and topic modeling.

KW - AI research tools

KW - LMS

KW - Langerian mindfulness

KW - Litmaps

KW - MMS

KW - Python

KW - mindful learning

KW - scoping literature review

KW - socio-cognitive mindfulness

KW - text mining

KW - web scraping

UR - https://www.mendeley.com/catalogue/eb534f79-ce7a-34d5-add3-28786a0d9eb1/

U2 - 10.17323/vo-2025-18257

DO - 10.17323/vo-2025-18257

M3 - Article

SP - 253

EP - 275

JO - Voprosy Obrazovaniya / Educational Studies Moscow

JF - Voprosy Obrazovaniya / Educational Studies Moscow

SN - 1814-9545

IS - 2

M1 - 18257

ER -