Abstract:

This empirical study examines the effects of digital pedagogies on cognitive engagement, metacognitive development, and self-regulated learning among students enrolled in an initial teacher education programme. Conducted between April and May 2025, the research involved 168 undergraduate students from two public universities in Bucharest, Romania, the University of Economic Studies and the National University of Theatre and Film “I.L. Caragiale”, addressing the growing need to align teacher training with digitally mediated learning environments.

An experimental pre-test–post-test design was implemented, with an experimental group (n = 89) participating in a 10-week blended learning intervention supported by the Moodle Learning Management System and interactive collaborative tools such as digital mind mapping and real-time response platforms. The control group (n = 79) followed a traditional, lecture-based instructional format. Metacognitive awareness, time management, and critical thinking were assessed through structured self-report questionnaires and performance-based tasks administered before and after the intervention, capturing changes in planning, monitoring, reflective judgement, and learning strategy use. Quantitative analyses using paired-samples t-tests and MANOVA revealed statistically significant improvements (p < .01) in all three domains for the experimental group.

A mixed-methods approach complemented these findings through qualitative analysis of reflective journals and systematic examination of learning analytics data extracted from the LMS. Analytics indicators, including frequency and timing of task submissions, interaction density in collaborative activities, and patterns of feedback engagement, were analyzed longitudinally and aligned with individual performance measures. These data indicated that increased cognitive engagement and self-regulation were associated with sustained peer interaction, iterative use of feedback, and adaptive timing of learning activities.

In response to these empirical results, the study proposes the Blended Cognitive Engagement Framework (BCEF), theoretically grounded in constructivist learning theory, self-regulated learning models, and socio-cognitive perspectives on digital pedagogy. The framework conceptualizes cognitive engagement as an interaction between instructional design, digital mediation, and learner agency, emphasizing metacognitive reflection, collaborative knowledge construction, and autonomy-supportive assessment practices as core mechanisms for developing teachers' competences.

Aligned with the OECD Report Teachers’ Competencies for Navigating Complexities (2025), the findings highlight the relevance of blended learning models for developing metacognitive, digital, and reflective competencies essential to the innovative teaching profession. The study offers evidence-informed implications for curriculum design in initial teacher education, supporting the development of hybrid learning environments that foster co-agency, cognitive engagement, and sustainable development of professional identity among future teachers.

Keywords:

Digital Pedagogies, Blended Learning, Cognitive Engagement, Teacher Digital Competence, Initial Teacher Education, Co-agency, Future Skills Development.