Cognitive-Dissonance-Based Educational Methodological Innovation for a Conceptual Change to Increase Institutional Confidence and Learning Motivation

Abstract

The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot study of a targeted, short-cycle university training program that aimed to change participants’ misconceptions about the concept of entrepreneurial innovation and to support the development of their self-reflective skills. To measure preference changes, a pre-test/post-test research design was used. The results quantified the change in attitude: the preference score for the knowledge area of the training objective increased from 2.11 to 3.36 on a scale of 4, while the preference for the outdated approach area decreased from 2.91 to 1.28, demonstrating the effectiveness of the method in directing participants’ attention towards more complex directions that are sensitive to the needs of the economic environment. The effectiveness of the training program was evaluated using quantitative and qualitative data-collection methods (questionnaires, interviews, observation); 66% of the participants took up the innovative skills development program of the training university after the training, indicating an increase in institutional commitment. As a pedagogical tool for higher education, the method of cognitive dissonance was found to be effective in achieving “conceptual change” as a goal. This term is used to denote the targeted stage in the learning process when learners’ existing but incorrect conceptions can be modified by new knowledge and methods. At the same time, the method has also achieved demonstrable results in developing long-term motivation to learn. Our research demonstrates that incorporating a cognitive-dissonance-based approach to learning into curricula supports the enhancement of learner self-reflection and emotional engagement and contributes to increasing learner self-efficacy. These results confirm that cognitive-dissonance-based training is an effective tool not only for transforming knowledge preferences but also for maintaining participants’ motivation to learn and institutional commitment and that it can be successfully applied in other training contexts.

1. Introduction

1.1. Overview of the Educational Theory for the Topic

In recent years, the role of cognitive dissonance (CD) methodology in educational discourse has significantly expanded, developing in three main directions within the field of educational philosophy and theory.

Firstly, CD plays a crucial role in inclusive pedagogy, as it supports teachers and learners in processing new and often contradictory information, especially in multicultural educational environments. When applied in inclusive settings, CD helps students from diverse socio-cultural backgrounds integrate differing perspectives, which can enrich the learning environment and enhance the quality of the pedagogical process (Jain, 2019). According to our research, certain principles of inclusive pedagogy align with CD methodology, particularly in terms of addressing students’ pre-existing knowledge and socio-cultural influences in learning. An inclusive pedagogical approach actively constructs personalized dissonance situations that promote conceptual change, especially by fostering collaborative learning experiences and emotional engagement. Through active interactions and emotional involvement, students experience a heightened sense of motivation, while inclusive pedagogical elements contribute to building institutional trust and long-term commitment to learning.

Secondly, the relationship between CD and social identity is an important issue in educational theories. In particular, the concept of “vicarious dissonance”—which arises when individuals experience CD by observing contradictory behaviors in others—has been shown to play a crucial role in attitude shifts and social identity development. This phenomenon is particularly relevant in educational settings, as it helps students reflect on their own behavior and identity, especially in social contexts (Jaubert et al., 2020).

The theory of vicarious dissonance provides a valuable framework for understanding how students process social norms and internalize values, as they often adjust their perspectives through observation of their peers. Through communal learning experiences, this process is further reinforced, enhancing the impact of conceptual change. By examining subject matter within shared social contexts, learners not only strengthen their understanding but also undergo more profound and lasting attitudinal shifts.

Our research suggests that structured learning communities can be particularly effective in shaping knowledge preferences—not only in terms of social identity formation but also in fostering deeper professional alignment. This assertion is based on the observation that peer learning environments—where vicarious dissonance naturally emerges—trigger emotional responses that actively strengthen the learning process.

In our study, we place special emphasis on leveraging emotional engagement in curriculum design and pedagogical strategies, particularly through interactive activities, structured group discussions, and collaborative problem-solving exercises. By integrating these techniques, we anticipate that emotional engagement will not only facilitate conceptual change but also contribute to long-term learning retention and deeper cognitive transformations.

Third, CD can serve as a powerful catalyst for critical thinking. By requiring individuals to integrate conflicting experiences and perspectives, dissonance plays a pivotal role in the development of higher-order thinking skills, particularly in relation to complex social issues, such as race, identity, and cultural norms. For example, dissonance, as depicted in Passing, offers a philosophical and pedagogical framework that encourages freedom of thought and challenges learners to transcend established social boundaries (John, 2021).

Our research highlights a strong correlation between CD and critical thinking within educational methodologies. Dissonance not only aids in the reconciliation of conflicting perspectives but also enhances learners’ reflective and analytical capacities. By actively engaging with dissonance, students develop the ability to critically examine their preconceptions and assumptions, fostering a more nuanced and sophisticated understanding of diverse viewpoints.

This process is particularly vital in educational settings where the ability to navigate and deconstruct complex social issues is essential for fostering both conceptual change and independent thought. Encouraging students to critically engage with opposing ideas not only enhances their cognitive flexibility but also strengthens their creative problem-solving abilities.

Ultimately, an emphasis on critical thinking through CD transforms learners from passive recipients of information into active participants in the knowledge-construction process. By cultivating a learning environment where students are continuously encouraged to question, reflect, and adapt, CD can be harnessed as a fundamental tool for intellectual growth and lifelong learning.

Despite this broad theoretical range, a research question arises: why does CD methodology lack an extensive research background in the development of pedagogical tools aimed at correcting misconceptions? We argue that this gap is significant, as all three theoretical approaches discussed earlier share a common foundation: conceptual shift or change is a deliberate phase in the educational process, where teachers actively modify learners’ existing misconceptions through structured interventions and new knowledge.

Over the past decades, several studies have challenged CD theory, while offering alternative models for shaping learners’ behaviors and attitudes. One notable critique comes from Stone and Cooper (2001), who introduced a self-standards model, suggesting that the degree of dissonance experienced is dictated by an individual’s own norms. This allows for more precise interventions to facilitate conceptual change. However, while this model builds upon CD theory, it ultimately reframes it within a broader self-standards approach. In our view, however, this approach largely overlooks—or accounts for only at a great cost—the organizational and technological possibilities of personalized education. Recent research, however, such as that of Hayati et al. (2022), suggests that hybrid learning models and integrated technology can significantly reduce these costs while simultaneously improving learning outcomes.

Draycott and Dabbs (1998) proposed an alternative approach, introducing a motivational interviewing technique that focuses on self-reflection and contradiction management to minimize excessive dissonance, which could otherwise provoke resistance. However, this method de-emphasizes CD theory itself, instead prioritizing the emotional and motivational aspects of learning. A key issue with this approach is that it underestimates the potential of organizational and technological advancements in education to enhance CD strategies. More recent studies, such as the research conducted by Gutić et al. (2023), highlight that instructional technology can actively support learners in improving their performance while also mitigating CD in digital learning environments.

Acharya et al. (2018) present a broader critique of CD theories, emphasizing the influence of emotional, cultural, and social factors over cognitive mechanisms. This alternative perspective challenges the centrality of CD in shaping learning experiences, arguing that individuals’ behaviors are predominantly dictated by external sociocultural forces. However, this critique fails to recognize that modern educational design and technological advancements have enabled adaptive learning frameworks where CD remains a fundamental driver of conceptual transformation. Mazza and Calzone’s (2022) research underscores the importance of fostering adaptive learning environments and metacognitive reflection, demonstrating that CD can actively support educational innovation and reinforce deep learning processes. Among these innovations, metacognitive reflection emerges as particularly valuable, as it empowers learners to consciously analyze their own learning patterns, identify cognitive strengths and weaknesses, and refine their strategies for long-term improvement.

We can see that, although critical perspectives on CDT have raised valuable points, more than twenty-five years have passed since many of these critiques were first introduced. During this time, both the structure and technological landscape of education have undergone profound transformations, resulting in the development of new tools and learning environments. Mcdiarmid and Zhao (2022) emphasize that technological advancements do not merely necessitate the modernization of educational models; they also create opportunities to redefine foundational pedagogical principles and align them with contemporary learning needs.

At the same time, research by Borsos and Kruzslicz (2022) demonstrates that digital pedagogy and the integration of information and communication technologies (ICTs) contribute not only to shaping modern educational frameworks but also to re-evaluating long-standing pedagogical principles. The implementation of new digital tools and hybrid educational models fosters both innovation and continuity, allowing previously overlooked theoretical insights to be reexamined and effectively incorporated into present-day practice.

These findings underscore that revisiting and adapting educational theories is not solely a matter of modernization; rather, it is a crucial process of contextualizing past pedagogical insights within the technological and social realities of the 21st century. Thus, CD theory and its applications should not only be reconsidered in response to contemporary educational demands and technological advancements but also recognized as an evolving framework with ongoing relevance in today’s dynamic learning environments.

Figure 1 illustrates the three main directions in which CD expands within educational theory: inclusive pedagogy, social identity, and critical thinking. Since social inclusion serves as a foundational element for CD in education, we have marked it as well; however, it appears in red because this article does not focus on this otherwise significant related field of study. Figure 1 not only helps to organize the theory but also supports the understanding of conceptual hierarchies, while visually illustrating the relationships between the topics discussed so far. In their research, Beloedova and Tyazhlov (2023) stressed that multimodal approaches, including visual components, fundamentally improve the effectiveness of communicating scientific knowledge. Such representations support the organization of scientific knowledge and the understanding of complex systems.

1.2. Philosophical Analysis of the Topicality of the Subject

The theory of cognitive dissonance (CDT) raises fundamental questions about the philosophy of education and the psychology of learning, particularly in relation to correcting misconceptions and supporting learners’ emotional and intellectual growth. Stolk et al. (2018) highlighted that educational practices can not only help reduce CD through self-reflection but can also foster deeper emotional learning. In doing so, learners develop emotional skills, such as self-control, empathy, and emotional awareness. These skills are not only essential for emotional regulation but also play a key role in improving learning outcomes. This approach emphasizes that dissonance, if properly managed, can contribute to conceptual change and personal development.

The foundations of educational philosophy, particularly the relationship between motivation and educational practice, also remain central. Candela-Borja et al. (2020) highlighted that integrating motivational strategies can promote the continuous development of learners, which also supports self-expression and emotional deepening. This aligns with contemporary advancements in educational technology and pedagogy, which create opportunities for rethinking original pedagogical values, as emphasized by Mcdiarmid and Zhao (2022).

The learning process not only aims to impart new knowledge but also to challenge and reshape erroneous or misleading beliefs (i.e., conceptual change in education). Research by Ikävalko et al. (2022) shows that learners’ self-efficacy and emotional skills significantly influence their conceptual development, as recognizing and addressing internal conflicts lead to deeper self-awareness. This self-reflective process is particularly relevant in the context of CD, where internal contradictions can act as a motivational force, as Costa and Araujo-Oliveira (2021) have emphasized.

The emotional aspects of the learning process (i.e., emotional learning) are also crucial. The ability to regulate emotions not only enhances learner engagement but also improves academic outcomes. This is particularly true in environments where learners must navigate internal tensions. With the right pedagogical methods, these internal tensions can be leveraged as a motivation for continuous improvement and self-expression.

This approach is also applied in systems based on modern educational technologies. According to the findings of Borsos and Kruzslicz (2022), hybrid learning models incorporate emotional learning and self-assessment strategies as core elements of learners’ personal and academic development. Hybrid learning, which combines digital tools with traditional classroom instruction, provides a complementary structure that enhances learning experiences. According to Prince et al. (2016), the interplay of curiosity and intrinsic motivation is particularly significant in improving learning outcomes, especially in engineering education. Fostering autonomy and self-directed motivation not only deepens learner engagement but also strengthens institutional trust, which is crucial in sustaining effective educational frameworks.

Therefore, the methodological application of CD and the support of students’ emotional and cognitive development represent not only a response to technological advancements but also an opportunity to revisit and refine core pedagogical values.

2. Literary Analysis

Following a theoretical and philosophical introduction, it is important to examine, in detail, the relevance of cognitive-dissonance-based pedagogical approaches. Particular attention must be paid to the analysis of two key aspects: educational organization and educational technology.

The organizational and technological aspects of education have a significant impact on the effectiveness of educational processes. They also determine the sustainability of education systems and the long-term development potential of learners.

The modern educational environment is constantly changing, creating new challenges for teachers. This rapidly changing environment has increased the need for flexible and adaptive pedagogies.

These methods help you adapt to rapidly changing labor market requirements. At the same time, they are able to respond to an ever-expanding range of societal needs.

2.1. Education Governance and Policy Issues

Education governance and policy issues are central to how institutional trust, student motivation, and the integration of sustainability goals contribute to the success of education systems. The use of adaptive pedagogies is particularly important in addressing challenges, such as correcting misconceptions and promoting conceptual development. In addition, the growing role of short-cycle training shows that flexibility and targeted instructional strategies are essential to adapt to the needs of students and to facilitate effective knowledge transfer in higher education (HE) and vocational education and training (VET).

In light of this, a key objective of our research is to examine the application of cognitive-dissonance-based instructional methodology with a particular focus on its role in enhancing institutional trust and student motivation, which are critical for learning engagement and the efficient transmission of knowledge in HE and VET. The development of strategies to enhance learner motivation and engagement is essential for the organization of instruction. Research by Lepinoy et al. (2023) in online education emphasized the role of institutional trust in maintaining student engagement, particularly in rapidly changing educational environments. The importance of institutional trust was also confirmed by Sungurova (2021), who pointed out that trust in peers and institutions in virtual learning environments improves the learning experience and engagement.

In the context of adaptive pedagogies and sustainability, the pedagogical use of CD is particularly effective in correcting misconceptions, which also contributes to the sustainability of education systems. Rosas Baños (2017) argues that education systems need to adapt to new societal challenges, promoting sustainability and critical citizenship. The ability to learn autonomously and the promotion of self-reflection are essential for social transformation. Kwon (2023) highlighted that the self-directed learning capacity of adults is linked to the quality of educational services and labor market requirements.

Targeted, short-cycle training plays a particularly important role in education policy-making. Corrêa Rêgo et al. (2023) found that these programs not only support students’ cognitive development but also increase their self-esteem and engagement. According to Lungu (2022), such training allows education systems to respond quickly to changes in the labor market, emphasizing the importance of lifelong learning. Sundaram (2020) added that learner-centered approaches foster the development of critical thinking, which is key to labor market integration.

Ensuring the sustainability of education systems is also a key issue. Yakovleva and Kushnir (2021) stressed that the implementation of the Sustainable Development Goals (SDGs) in higher education can lead to a deeper understanding and increased institutional prestige. Applying sustainability principles will not only improve the educational infrastructure but also the learning processes.

The strategic role of education management lies in matching education systems with labor market needs. Ivanov and Ivanova (2021) argue that mismatches between educational outcomes and labor market needs are a barrier to the integration of young professionals, and that flexible training programs are therefore key. Educational policies that promote lifelong learning are designed to ensure this balance, as argued by Anisimova (2014) using the UK and US as examples.

Approaches to education organization and policy clearly show that institutional trust, adaptive pedagogical models, short-cycle training, and lifelong learning are essential elements for the sustainability and success of education systems. Research along these lines not only sheds new light on the application of CD but also offers wider lessons for educational innovation and management.

This section of the literature review is the basis of our first hypothesis:

Hypothesis 1 (H1).

In HE and VET, institutional trust and student motivation significantly influence the effectiveness of knowledge transfer.

2.2. Educational Technology Issues

In the field of educational technology, the integration of sustainability principles and digital learning tools has become key. Modern technology has revolutionized learning processes and created opportunities for students to develop self-reflection, self-directed learning, and emotional skills. This dual focus—an integrated approach to educational organization and educational technology—allows education systems to respond more effectively to changing labor markets and societal needs, while supporting learners’ personal and professional development.

The integration of educational technology systems and pedagogical methods has opened up new possibilities in the design and delivery of training programs. Abdalina et al. (2022) pointed out that educational technology is one of the keys to improving learning outcomes, especially when it also focuses on enhancing student autonomy and supporting teachers’ instructional strategies. The integration of such technologies allows for the development of innovative curricula that are more flexible to the needs of learners.

The learning experience is a key element in interactive learning environments. In their research, Pornpongtechavanich and Wannapiroon (2021) reported on the development of an intelligent, interactive learning platform that not only improved learner engagement but also showed significant results in promoting digital citizenship and lifelong learning. These platforms enable more effective knowledge transfer and reinforce the role of interactive learning in modern education.

Active learner participation is also central to the aims of educational technology. Kaur et al. (2022) emphasized the use of interactive and immersive technologies, such as virtual reality, to enable deeper learner engagement while responding effectively to industry requirements. Such technologies help learners process their internal conflicts and maintain motivation to learn.

In terms of curricular innovation, Yang and Nie (2021) highlighted that the integration of technological systems and teaching methods allows for more flexible curricular developments. This also helps to support lifelong learning, especially for training programs that aim to meet the rapidly changing needs of learners and the labor market.

Lifelong learning strategies are of paramount importance to achieve individual learning success. Yucedal (2022) emphasizes that through the appropriate use of instructional technology, teachers play a key role in optimizing the learning experience while supporting the adaptation to student needs. In order to achieve institutional goals, educational technology tools, such as interactive learning environments, provide opportunities for creative and dynamic learning processes. This provides teachers with tools to enhance their work, while ensuring that they are adequately prepared in terms of educational theory. Teachers can participate in the creation of interactive learning environments. Interactive learning environments play a particularly important role in higher education. According to research by Molcsanyak and Borzik (2019), these tools contribute to improving the quality of education and ensuring its relevance to labor market requirements. Such technologies promote learner engagement and support a deeper understanding. They also contribute to improving institutional trust by making learning processes more transparent and adaptable.

Finally, the development of a culture of continuous learning is one of the most important objectives of educational technology. According to Hammer (2019), the integration of innovative learning environments and technological tools is essential to improve learning outcomes, especially when students’ active participation is ensured. Just as we have recognized the interaction between the duality of technology and methodology, we must also recognize that learning in such an environment also raises the needs of the student as a consumer of learning. This demand, in turn, stimulates educational innovation.

Our second hypothesis is based on this point of the literature review:

Hypothesis 2 (H2).

Targeted short-cycle training courses with state-of-the-art instructional technology are effective in correcting misconceptions while increasing institutional confidence and motivation to learn.

3. Methodology

3.1. Background and Description of the Research Environment

I have been teaching courses on corporate innovation to undergraduate economics students for three years, where a significant number of students are employed while studying. During the courses, we have often encountered the fact that students use innovation and different technological elements of digital transformation (e.g., IT, robotization, process control, and digital design) synonymously. Moreover, as a researcher, I observed that non-technological aspects of innovation (such as strategic marketing and organizational development) are not recognized or considered important, which shows a significant gap in the industry’s approach.

To systematically explore this issue, a structured qualitative methodology was implemented to ensure scientific depth and replicability. Qualitative data-collection methods in the form of semi-structured interviews and structured questionnaires were used to accurately identify the problem observed. Subsequently, an experimental intervention was conducted, and its effectiveness was evaluated using a quantitative method. The participants for the training program were recruited from regional winemaking enterprises through open advertisements, leveraging the university’s established professional networks. Participation was entirely voluntary, allowing individuals to join based on their perceived relevance of the program to their professional needs. This recruitment strategy reflects a quasi-experimental design, as participants were naturally grouped by their industry roles and their voluntary engagement.

3.2. Qualitative Methods

The use of the cognitive-dissonance-based instruction method provided an opportunity for a deeper understanding and targeted correction of the attitudinal change, using a multidimensional approach. The research combined a systematic qualitative analysis with a controlled experimental design in order to explore attitudinal and perceptual differences in detail and to develop a sound basis for a preference-correction training program. A triangulation approach was applied by combining industry interviews, a literature analysis, and targeted management interviews to increase scientific rigor and enhance reliability.

3.2.1. Industry Interviews and Analysis

In the first step, semi-structured interviews were conducted with strategic representatives of key players in the industry to identify the key drivers of business success. The focus of the interviews was on preferences for business innovation. The industry players expressed what types of innovation directions they consider preferable and successful for business development. During the interviews, strategic leaders predominantly associated innovation with strategic marketing and market-oriented strategies. In contrast, professional leaders emphasized technological advancements, such as automation and IT solutions, with little awareness of strategic marketing’s relevance to innovation.

One participant stated the following: “Over the past few years, we invested heavily in modern winemaking equipment, such as automated washing systems and stainless steel tanks, to enhance food safety and efficiency”.

Another remarked the following: “Our focus for the next five years includes automation processes and advanced grape processing machinery, which are essential for improving operational efficiency”.

In contrast, fewer than 30% of the interviews highlighted non-technological innovations, such as marketing strategies or cultural events. For instance, one respondent noted the following: “We aim to strengthen our social media presence and organize new events to promote our wines more effectively”.

These qualitative insights provided an important context for understanding the industry’s prevailing attitudes towards innovation. However, the qualitative data were systematically coded and analyzed using a thematic analysis to ensure a structured evaluation of attitudinal trends. The collected data were then compared with literature research and analysis to establish empirical validation and enhance the study’s external validity. The results confirmed that industry preferences are generally in line with economic trends and the conditions for successful business performance.

3.2.2. Management Interviews and Preference Analysis

In the next step, targeted, structured interviews were conducted with senior professional staff from the participating companies. The interviews covered a range of topics, such as opinions and competences related to innovation. The results showed that managers’ preferences for innovation often differed from those of industry players. The divergence extended further: strategic leaders focused on innovation’s external, market-driven facets, while professional managers prioritized internal operational advancements. This gap underscored the need for training to harmonize these perspectives.

There were also significant differences with the economic factors identified in the literature analyses. The analysis revealed that these divergences could be linked to prior educational experiences, emphasizing the importance of corrective pedagogical interventions.

The differences clearly confirmed my preliminary research observations. The data also showed that the managers’ approaches to innovation are in line with neither industry norms nor economic realities. The differences also indicated the emergence of misaligned preferences on the employee side. These preferences are a consequence of previous training, and their correction is essential.

3.2.3. Short-Cycle Training and Preference Correction

Following my research observations, an analysis of industry stakeholders, literature sources, and management interviews, it became clear that a short-cycle training program was warranted. The training specifically addressed the misalignment, aiming to integrate strategic marketing insights into professional managers’ understandings of innovation while contextualizing technological advancements for strategic leaders. The aim of the training was to align professional managers’ perceptions of innovation with economic realities and industry expectations, thereby correcting previously established misaligned preferences.

This approach emphasizes the methodological rigor and replicability of the research. While the specific qualitative data (e.g., interview results) were unique to the wine industry, the applied methodology—combining structured qualitative tools with quantitative outcome measurement—ensures that this approach is transferable to other industries.

For example, qualitative methods, such as systematic interview coding and a literature-based comparative analysis, can uncover sector-specific misconceptions, while the quantitative evaluation framework (pre-test/post-test design) can reliably measure the effectiveness of corrective interventions.

The effectiveness of the training was assessed using a controlled pre-test/post-test research design, in which participants were asked to rank different types of innovation on a scale of 1 to 4. A comparative statistical analysis was conducted to quantify shifts in preferences and evaluate the reliability of attitudinal changes induced by the training program. This approach allowed the expected changes in preferences to be quantified and provided a reliable basis for evaluating the success of the training.

3.3. Quantitative Methods for Measuring Preferences and the Need for Statistical Analysis

The before-and-after design, which has been used, among others, by Ifrianti (2018) to measure the development of teacher competences, has been shown to be a good way to compare the before and after of the training process. In Ifrianti’s research, positive changes in learner performance were successfully documented through methodological transparency, supporting the effectiveness of such a design in measuring training effects. The possibility of a control group measurement could have been considered, but the purpose of our research was different. The study aimed to demonstrate that the cognitive-dissonance-based methodology is effective in correcting for incorrect preferences and misconceptions. The aim was to shape attitudes towards corporate innovation.

Local businesses themselves served as an implicit control group. Their previous training, which did not use a CD approach, contributed to the formation of the false preferences. It would have been unethical to assign a direct control group, as this would have meant consciously perpetuating misconceptions. This is contrary to the aim of the research, which was to investigate the possibilities of correction. Ethical research practice is to avoid any methodology that might disadvantage participants. As previous research has emphasized, it is unethical to deprive certain groups of the benefits of effective interventions (Busher & Fox, 2020; Afshar et al., 2021).

Another reason for excluding the control group was that our research was not aimed at comparing teaching methods. The aim of the study was to analyze whether the cognitive-dissonance-based method is effective in correcting preferences and conceptual ideas in a given context. The focus group, which consisted of curriculum developers and instructors, selected CD as the methodology of choice among five methodologies. This does not exclude that other methodologies may be effective. In some situations, the design team may decide to use a different approach. The effectiveness of pedagogical practices always depends on the specific context. The effectiveness of methods is determined by the context and the needs of the participants, which may need to be fine-tuned. This is supported by several research studies that highlight the importance of contextualizing educational practices (Voinea, 2019; Gouin et al., 2022). This approach is not only in line with ethical research principles. It also provided an opportunity to focus exclusively on improving the problematic situation. It also took into account the individual needs and experiences of the participants.

The use of a pre-test/post-test design allowed us to accurately measure changes in preferences and perceptions while avoiding the ethical concerns associated with selecting a control group. In this way, the CD-based method not only proved to be an effective corrective tool but also provided equal access to all participants, enhancing the contextual applicability and relevance of the methodology. We align with the perspective of Dejeu et al. (2025), who emphasize that sample size, participant distribution, and numerical outcome data should be detailed within the results section, where they can be contextualized alongside the statistical analysis. This approach enhances clarity and aligns methodological descriptions with empirical findings, facilitating reader comprehension. Therefore, in our study, detailed numerical data, including the sample distribution and statistical outcomes, are presented within the results section to ensure a coherent interpretation of findings and maintain methodological transparency.

Average rank calculation: to evaluate the change in preferences, the average rank was calculated for each type of innovation. The formula used is as follows:

$$AverageRank={\displaystyle \frac{\sum rankscores}{numberofresponses}}$$

The results will be evaluated in both tabular and visual form, which will also help to identify dynamics. Nevertheless, it is essential to perform a statistical test to determine whether the observed differences are statistically significant. Although the ranking of averages and data visualization provide a visual picture of the changes, they are not sufficient to prove that the differences are real and not merely due to the effect of chance. A statistical analysis, by taking into account the variability and distribution of the data, allows us to objectively verify that the differences are real. This is particularly important in the case of ordinal data, such as in the present study, where the ranking of preferences for innovation dimensions was used as the basis for the analysis. The test allows us to exclude the effect of chance and to support the reliability of the results with scientific rigor.

To compare preferences before and after pairwise training, we used the Kruskal–Wallis test, a non-parametric statistical method. In his study, Sarno (2021) used the Kruskal–Wallis test to analyze teachers’ competencies to draw statistically valid conclusions about improvements in teacher performance across different training cycles. As our data did not follow a normal distribution, the non-parametric Kruskal–Wallis test was found to be suitable for comparing ranks of innovation types to explore whether there is a significant difference between pre- and post-training. The data collected in our study did not follow a normal distribution, which is the basic condition for using parametric tests, such as the t-test. The lack of a normal distribution may have been due to the characteristics of the data, as the ranks of the innovation types were measured on an ordinal scale, which precludes the applicability of tests assuming a continuous distribution. In addition, the relatively smaller sample size of our data and the different variability within the sample confirmed that the use of non-parametric tests, rather than parametric statistical procedures, was justified.

The non-parametric Kruskal–Wallis test was chosen because it does not require a normal distribution and is suitable for comparing ranks of ordinal data between several groups. This was important in our research as we sought to identify significant differences between pre- and post-training conditions based on the ranking of preference values for innovation types. Our method allowed for a statistically robust analysis of changes without risking biases due to the distribution of the data.

As is well known, the Kruskal–Wallis test is sensitive to identify differences between the medians of groups, which was one of the main objectives of our research: to examine the extent to which education influenced the preference for each type of innovation. Thus, for the evaluation of the results, the Kruskal–Wallis test proved to be the right choice not only in statistical terms but also in relation to the context and objectives of our research.

The formula used for the calculation is as follows:

$$H={\displaystyle \frac{12}{N(N+1)}}\sum {\displaystyle \frac{T_i^2}{n_i}}-3(N+1)$$

In the Kruskal–Wallis test, in the statistical calculations, N is the total number of data points, T is the sum of ranks in the i-th group, and n is the number of items in the i-th group. This method was used to examine the differences in the ranking of different types of innovation before and after training.

The combination of qualitative and quantitative data, also known as methodological triangulation, ensured that the results were supported from several angles, which increased the validity and reliability of the research. Interviews with industry strategists and professional managers, a literature analysis, and pre-test/post-test measurement results complemented each other to provide deeper insights into changes in preferences and attitudes. Together, these elements allowed us to identify, precisely, the need for correcting preferences for innovation and the effectiveness of the training applied. The interviews and literature analysis highlighted the discrepancies among industry norms, economic realities, and participants’ initial preferences, confirming the need for a correction program.

The method of triangulation meant not only combining different data-collection techniques, such as interviews, a literature analysis, and statistical tests, but also building on qualitative and quantitative data. This approach has also proven to be reliable based on international examples, such as the research of Rofiq (2023), which achieved a credible validation of educational models by combining different data collection techniques. The added value of the interviews and qualitative analyses was that the statistical results also revealed underlying changes in attitudes and motivations.

All data collection and analysis steps are documented in detail to ensure research transparency. The principle of transparency, also highlighted by De Sá and Henrique (2019), enhances the objectivity and scientific credibility of qualitative research. Documented procedures not only ensure the reliability and reproducibility of the results but also provide an opportunity for other researchers to confirm the effectiveness of the preference correction method in shaping innovation perspectives. The combination of triangulation and transparency has thus provided a strong basis for the research results to be applicable in practice and scientifically sound.

4. Results

Below, we show the changes in innovation preferences before and after training, in

Table 1. Changes in business innovation preferences as a result of training.

Innovation Type	Preferences Before Training	Preferences Post Training
Product Development	2.46	2.68
Production Efficiency and Sustainability	2.46	2.68
Strategic Marketing	2.11	3.36
Technological Innovation	2.91	1.28

arithmetic results, while Figure 2 provides a visual aid for an understanding. The aim of the research was to shift participants’ attitudes and preferences in a positive direction through training, with a particular focus on the change in preferences for strategic marketing and technological innovation.

4.1. Analysis of Innovation Preferences Before and After Training

Four main innovation categories were examined during the training: Product Development, Production Efficiency and Sustainability, Strategic Marketing, and Technological Innovation. Table 1 column 1 lists them in order, column 2 shows the rankings before training, and column 3 shows the rankings after training.

Analyzing the figures for each innovation component in Table 1, we found the following:

Product Development: before the training the preference was 2.46, which increased slightly to 2.68 after the training. This small increase suggests that participants considered product development slightly more important than before as a result of the training, although this is not a significant change.

Productive Efficiency and Sustainability: the preference value for this innovation category was 2.46 both before and after the training, indicating that the training did not have a significant impact on the participants’ interest in this area. It is likely that the development of interest in sustainability and production aspects requires a longer-term educational process.

Strategic Marketing: the most significant change has been in this category. The preference value of 2.11 before training increased to 3.36 after training, a significant increase. This change demonstrates the effectiveness of the cognitive-dissonance-based training, as it succeeded in focusing participants’ attention on strategic marketing, an area that was previously undervalued. This result can be considered one of the outstanding successes of the training, as the knowledge and application of strategic marketing is particularly important to increase competitiveness.

Technological Innovation: before the training, participants gave this category a high priority, with a score of 2.91. However, after the training this value dropped to 1.28, a significant decrease. This change reflects the aim of the training to raise awareness that innovation does not equate exclusively to technological improvements. The results seem to indicate that we have been successful in transforming the mindset of the participants, shifting them towards a broader approach to innovation. Qualitative findings complementing the quantitative results are as follows:

In addition to the numerical data, the qualitative insights provided critical context for understanding the shifts in preferences:

• Strategic Marketing: participants noted a newfound appreciation for the relevance of marketing strategies to their business goals. One respondent commented the following: “I had not considered how essential strategic marketing is to align our products with market demands. This training changed my perspective entirely”.
• Technological Innovation: interviews revealed that the decreased preference for technological innovation was not a rejection of its importance but rather an adjustment towards a balanced perspective. As one participant explained the following: “We now see technology as part of a broader innovation strategy rather than the sole focus”.
• Operational and Sustainability Focus: participants highlighted how the training encouraged them to reevaluate their priorities. One manager remarked the following: “Sustainability initiatives seemed less urgent before, but now I recognize their long-term value in enhancing production efficiency”.

These qualitative observations underscore the importance of integrating participant narratives with statistical findings to fully capture the impact of the training program.

Figure 2 presents the results in a spider web diagram showing pre- and post-training preferences in different dimensions of innovation. The visual format of the graph helps to highlight changes in directions and magnitudes, while the color coding makes the different trends clear.

-

The blue line represents the pre-training preference values, which illustrate the baseline in each dimension.

-

The yellow line shows the change in post-training preferences, which reflects the results of the shifts.

Focal points:

-

The green dashed line highlights the increase in the strategic marketing preference. This innovation dimension shows one of the most significant positive shifts and reflects the targeted effectiveness of training in this area.

-

The red dashed line highlights the declining preference for technological innovation. This decrease may be the result of a reallocation of resources and attention, reflecting a shift in the focus of training.

Territorial study:

-

The shape of the spider web diagram shows significant variations. The difference between the pre- and post-training lines visually highlights the shift in preferences.

-

The dimensions of strategic marketing and wine product development show a greater territorial growth, indicating that participants in these areas are better aligned with industry expectations.

-

The narrowing of the field in the technological innovation dimension confirms the decline in preferences, while the dimension of production efficiency and sustainability remains essentially unchanged, indicating stability in this area.

General trends:

-

Starting from the center of Figure 2, it is clear that preferences varied across dimensions. The visual indication of the direction of change (increase or decrease) facilitates data analysis, while the colors and dashed lines clearly distinguish between positive and negative trends.

-

An increase in the strategic marketing dimension emphasizes the effectiveness of training, while a decrease in technological innovation indicates an understanding that the innovation focus has become more aligned with industry needs.

Visualization value and communication:

-

The advantage of the spider web diagram is that it can illustrate both the relative values of preferences and their shift over time. The spatial shifts in the graph intuitively reflect the shift in preferences as a result of training.

-

The different color coding and line styles ensure that changes are clearly distinguishable, making it easier to quickly interpret and present trends.

To provide an initial visual representation of the observed preference shifts, Figure 2 illustrates the directional changes in innovation priorities before and after training. These trends are statistically validated through the Kruskal–Wallis test, as detailed in

Table 2. Kruskal–Wallis test calculation results, pairwise. Red indicates significant changes.

Pair	Kruskal-Wallis H Value	p-Value
Product Development—Production Efficiency	0.174	0.678
Product Development—Strategic Marketing	5.104	0.024
Product Development—Technological Innovation	3.206	0.074
Production Efficiency—Strategic Marketing	4.573	0.033
Production Efficiency—Technological Innovation	1.984	0.159
Strategic Marketing—Technological Innovation	6.291	0.012

, confirming the significance of the shifts in strategic marketing and technological innovation.

To statistically validate the observations, the Kruskal–Wallis test described in the methodology section was performed on a pairwise basis, and the detailed results are presented in Table 2.

Based on the Kruskal–Wallis H values and p-values in Table 2, a significant difference (p < 0.05) was found between the following pairs:

• Product Development—Strategic Marketing (H = 5.104, p = 0.024)
• Production Efficiency—Strategic Marketing (H = 4.573, p = 0.033)
• Strategic Marketing—Technological Innovation (H = 6.291, p = 0.012)

It should be recognized that, based on our results presented in Table 2, the increase in the preference for “strategic management” relative to all three other innovation categories is statistically confirmed and therefore not coincidental. Consequently, the intervention was effective.

4.2. Achievement of Training Objectives and Long-Term Impacts

Changes in preferences do not only show the immediate effect. Two thirds of the 35 participants (23) who took part in the training took a start-up preparation course at the university in the following semesters. It was emphasized to the participants that the new course follows a similar set of objectives as the pilot course but with new elements and emphases. This suggests that cognitive-dissonance-based training has been successful not only in changing attitudes but also in increasing motivation to learn and confidence in the institution.

4.3. Evaluation of Hypotheses Based on the Results

The results obtained in this study provide empirical support for the effectiveness of cognitive-dissonance-based training in reshaping innovation preferences and enhancing learning motivation. The statistical analysis confirms that participants’ attitudes towards strategic marketing and technological innovation underwent significant shifts, aligning their perspectives more closely with economic and industry realities. The findings validate the core assumptions of this research and contribute to the broader discourse on conceptual change in adult education and professional training.

Thesis 1 (T1): Institutional Trust and Knowledge Transfer Cognitive-dissonance-based training increases institutional confidence and willingness to learn, thereby facilitating the successful transfer of knowledge.

The results indicate that participants not only shifted their innovation preferences but also showed an increased commitment to further learning opportunities. Two-thirds (23 out of 35) of the participants enrolled in an additional course at the university following the training, demonstrating an increased trust in the institution and its educational offerings. This suggests that structured CD interventions can have a long-term impact on educational engagement and institutional trust.

Thesis 2 (T2): Effectiveness of Targeted, Short-Cycle Training Cognitive-dissonance-based, targeted short-cycle training using modern teaching technology is effective in correcting misconceptions and fostering adaptive learning.

The results confirm that participants developed a more balanced perception of innovation, shifting their focus from an exclusive emphasis on technological advancements to a more strategically diversified perspective. This shift was statistically significant, reinforcing the notion that cognitive-dissonance-based methods can effectively challenge and reshape entrenched professional beliefs.

4.3.1. Significance of the Results

The findings of this study highlight the practical implications of cognitive-dissonance-based learning methodologies in professional education. The training program successfully realigned innovation preferences by shifting participants’ focuses towards more comprehensive and economically viable innovation strategies. The results suggest that such training approaches could be particularly valuable in industries where misconceptions about innovation priorities hinder long-term success.

Moreover, the increased enrollment in follow-up training programs supports the argument that these methods can enhance long-term learning motivation and professional development engagement. By integrating structured CD elements, training programs can not only correct misconceptions but also cultivate a mindset of continuous learning and adaptation.

4.3.2. Generalizability of the Results

Although this study was conducted within the winemaking industry, the methodology itself is generalizable and extendable to other professional sectors where innovation priorities or conceptual misunderstandings create barriers to progress. While the specific misconceptions may vary across industries, the structured intervention framework remains applicable.

As discussed in the limitations section, the effectiveness of cognitive-dissonance-based training depends on sector-specific factors, participant backgrounds, and the nature of the misconceptions being addressed. Nevertheless, this research provides a scalable methodology that can be adapted to other educational and corporate training environments.

Further studies could explore the applicability of this approach in other fields, such as engineering, healthcare, and business management, where conceptual realignment plays a critical role in professional effectiveness. Recognizing these sectoral differences is key to tailoring cognitive-dissonance-based methodologies to different educational and training contexts.

5. Discussion

5.1. Dilemmas of the Theoretical Framework

Educational theory is increasingly focusing on pedagogical tools that effectively help learners to identify misconceptions and develop a correct understanding. A variety of methods can be used to support concept change and the development of correct conceptual systems, of which the most prominent are the following:

• Diagnostic teaching methods: these methods help teachers to uncover students’ misconceptions, allowing them to target conceptual misunderstandings. They are particularly important in inclusive education as they support teachers in understanding learners’ starting points and designing effective interventions. In this way, they contribute to the effectiveness of the learning process and to the development of correct understanding (Kopmann, 2022).
  Inducing cognitive conflict: CDT-based methods aim to confront learners with their own misconceptions, encouraging them to re-evaluate their thinking. This can often be achieved through experimentation, by presenting real problems that highlight the gaps in misconceptions and help to develop more accurate knowledge. As Thomas and Kirby (2020) established, situational interest and cognitive conflict can be effective tools for helping learners recognize their own faulty thinking patterns and facilitating deeper learning processes. Furthermore, according to T. Brown (2018), “Cognitive dissonance-based teaching strategies help students learn at a deeper, conceptual level while strengthening their critical thinking skills”.
• Reflective reinforcement: techniques to make students aware of their thinking processes and newly acquired concepts, and to encourage reflection. Reflective reinforcement helps learners to better understand the differences between correct and incorrect concepts, thereby developing deeper and more sustainable knowledge. As Lopez and Carter (2019) emphasize, “Reflective practices not only reinforce current learning, but also support long-term cognitive development by enabling learners to apply their existing knowledge in new situations”. Furthermore, according to Singh and Patel (2021), “Encouraging self-reflection is key to developing independent learning skills and promotes deeper student engagement in the learning process”.

These methods help teachers to help students develop more correct conceptual systems. This supports the development of critical thinking and the correction of misconceptions. Innovative approaches create a balanced pedagogical environment, where practical knowledge and social sensitivity are both valued. Self-reflection, emotional engagement, and the maintenance of relevant knowledge content are also emphasized. The three pedagogies build on each other, forming a hierarchical system. Of these, the CDT approach is the most comprehensive, as it is able to integrate the other methods while building on their strengths. CDT includes diagnostic and reflective techniques. Diagnostic techniques are used to induce cognitive conflict, which is the basis for conceptual change, while reflective reinforcement makes learning outcomes durable and applicable. CDT is not only effective in promoting critical thinking and conceptual change. It contributes to a holistic pedagogical system that develops learners’ knowledge in a sustainable way.

5.2. Practical Implications and Solutions

Our starting point was the strong belief among the companies surveyed that innovation is primarily synonymous with digital transformation. Based on our extensive experience, we found that the concepts of “digitalisation” and “innovation” are often confused among businesses, leading to a narrow-minded approach. This conceptual distortion hinders the recognition and application of the wider innovation opportunities in the industry.

Qualitative data collected during the interviews revealed a deeper understanding of the industry’s preferences and misconceptions regarding innovation. Participants frequently identified technological advancement as the sole driver of business success, while undervaluing strategic marketing and sustainability-oriented innovations. For example, one respondent stated “Automation has been our priority for years, and only recently did we realize the importance of developing our market strategies alongside it”.

We have also observed that, after a certain level of technological development, technological innovation no longer provides a competitive advantage. Nevertheless, many entrepreneurial firms continue to pursue technological innovations, while this approach can leave them lagging behind in adapting more flexibly to market needs. This insight aligns with the findings of the pre- and post-training surveys. As highlighted in Section 4, the training successfully shifted participants’ focus towards a more balanced understanding of innovation, integrating both technological and strategic elements.

Our analysis of the literature also showed that the predominance of technological innovation is not only found in local but also in international entrepreneurship literature. For example, Waye et al. (2022) compared Italian and Australian businesses and found that the local regulatory environment often limits the diffusion of digital innovation. The study stresses that technological innovation could be enhanced by supporting local institutions to improve competitiveness.

The relationship between technological innovation and performance has been investigated in a number of studies, such as Dogru and Peyrefitte (2022), who found in their meta-analysis that technological adaptation positively affects innovation efforts and financial performance. In addition, during the COVID-19 pandemic, many firms continued to see technological innovation as a way to manage the crisis. Arabidze’s (2021) research shows how technological innovations were used by firms to improve quality and adapt to market needs during the pandemic but does not mention other innovations.

However, some research is already treating technological innovation as a tool rather than an end in itself. According to Dressler (2022), technological innovation in enterprises promotes competence development in both marketing and viticulture. Another approach combines technological and ecological innovation along sustainability objectives. A study by Frigon et al. (2020) shows that the introduction of environmentally friendly technologies can help businesses meet increasingly stringent sustainability requirements.

The qualitative feedback from participants reinforced the importance of these findings, as several mentioned that sustainability-focused strategies offered long-term competitive advantages that were previously overlooked.

The connections presented in Figure 3 not only illuminate the relationships between market dynamics, innovation opportunities, and diversification strategies, but also directly contribute to the design of training programs. Understanding industry processes and current market demands was essential to develop educational content and methods within an effective organizational framework. Moreover, the methodology used to uncover and analyze these connections can be applied in other industries. This is particularly important because it enables the systematic identification of sectoral misaligned preferences and innovation opportunities. In the analysis, the numbers in parentheses refer to the arrows in Figure 3, and the effects are examined from theoretical, research, and practical perspectives.

The results indicate that addressing misaligned preferences through targeted training is not only applicable to the wine industry but also transferable to other sectors.

Theoretical Impacts: The interactions between market systems (1, 3) and quality differentiation (4) clearly support innovation processes and market diversification. Such diversification plays a key role in market renewal, especially in traditional sectors, particularly those producing region-specific products or services where changes tend to be slower. Grillitsch and Asheim (2018) highlighted that place-based innovation policies promote diversification and systemic differentiation. These elements enhance innovation capacity in less innovative regions while maintaining market flexibility and adaptability. In our research, this theoretical framework provided a foundation for curriculum development, emphasizing global market dynamics and regional specificities. Innovation, in this context, is not solely based on technological development but also on interactions among industry actors and shifts in consumer preferences, fostering regional development and long-term sustainability.

Research Impacts: The results validated the accuracy of our initial observations. They revealed that industry actors not only experience knowledge gaps but are also influenced by misaligned preferences that distort their understanding of innovation. This is particularly evident in the connection between quality differentiation and innovation opportunities (4). Highlighting product quality is crucial for identifying innovation possibilities, yet industry professionals often fail to recognize this. Gibson and Birkinshaw (2019) demonstrated that differences across hierarchical levels affect innovation decisions, with perceptual gaps often limiting operational levels’ perspectives on innovation. In our study, technical leaders were less likely to appreciate the strategic marketing required to meet market expectations. The connections between market system interactions and innovation opportunities (7) were also pivotal. Levy et al. (2015) found that these interactions reveal innovation opportunities and improve corporate performance in the long term. This finding is especially relevant in industries where hierarchical structures significantly shape innovation processes. The link between product development opportunities and market diversification (10) underscores that innovation extends beyond technological advancements. Market diversification ensures sustainability and enhances competitiveness. The identification of innovation types—technological, ecological, market-based, and marketing-focused—is relevant not only in the wine industry but in other sectors as well. Our methodology demonstrated that addressing misaligned preferences is crucial to the success of corporate innovation strategies.

Practical Impacts: The dynamics between market systems (2) and market diversity and renewal (9) fundamentally shape the relevance of training programs. This is particularly important in the wine industry, where misaligned preferences hinder the recognition of innovation opportunities. Sheth and Parvatiyar (2021) emphasized that market-based training should not only adapt to consumer trends but also actively shape them. Educational programs can effectively transform participants’ mindsets, supporting the implementation of sustainable solutions. Piercy (2016) argued that market dynamics and strategic changes are key determinants of the relevance of the educational content. According to our findings, training serves as a tool to reshape market-oriented thinking. Research in the wine sector confirmed that university training programs not only help understand consumer trends but also shape them. For this reason, our applied methodology can be adapted to other industries.

Based on the connections identified in our analysis, the next section will present how we designed the content and methodology of the training programs, considering sectoral needs and market challenges.

Curriculum development: this topic could be further analyzed, but it is not relevant for the present research. The reason for this is that we did not want to adjust the complexity of entrepreneurial innovation, but rather a misguided corporate professional management target system through educational tools. Therefore, we started the curriculum development based on the above theory. Based on market and industry analyses, we developed a curriculum following a pedagogical-content-development methodology. The aim was to identify and redress the balance between the different dimensions of innovation and to demonstrate the correct hierarchy and proportions of digital transformation, product innovation, sustainability, and efficiency improvement. For the four types of innovation, we have created a specific curriculum, the content of which is not presented in this article, the most complex content context is presented in Figure 4, which also gives insight into the market linkage of our training design method.

Figure 4 is specifically designed for higher education curriculum developers and educators, structuring the key relationships and content elements that underpin the curriculum and educational goals. Through Figure 4, essential connections are clearly identified, providing a foundation for pedagogical methodology preferences, which are the central focus of this research.

Theoretical impact: Figure 4 illustrates how the connection between market making and value creation in economics (1) emphasizes the significance of brand value and brand management. This theoretical approach is crucial in curriculum design, as understanding market-making mechanisms is fundamental to shaping students’ economic perspectives. Teaching market-making processes in academic settings forms the foundation for fostering entrepreneurial skills and innovative thinking. It also supports students in understanding that markets are social constructs influenced by the dynamics of collaboration and competition. The connection between market making and associative and dissociative practices in markets (2) highlights the importance of understanding markets as both economic and social constructs. This perspective enables educators to demonstrate the social dimensions of markets, including the interplay between collaboration and competition.

The link between value creation in economics and brand value performation (4) underscores the economic dimensions of innovation, which are critical in educational content. Sahlberg and Oldroyd (2010) stress the importance of pedagogy that integrates social, economic, and environmental dimensions into understanding market operations. This approach fosters critical thinking and prepares students to engage actively in global economic systems, recognizing the balance between competition and collaboration. The connection between the geographies of marketization and the geographies of association and dissociation (8) highlights how geographic factors shape market structures. Artz et al. (2018) argue that the interaction between local human capital and geographic factors significantly influences market evolution. These insights support the integration of geographic factors into educational programs, ensuring regional relevance in curriculum design.

Research impact: The connection between associative and dissociative practices and brand value performation (3) highlights how collaboration and competition patterns contribute to maintaining and increasing brand value. Associative practices foster integration and collaboration among market participants, while dissociative practices emphasize competition. Kalafatis et al. (2016) demonstrate that key components, such as value creation, audience analysis, and brand communication are vital not only for business practices but also for higher education curricula. These dynamics offer valuable research directions for education development by emphasizing problem-based approaches in curriculum design. Pedagogical tools that involve complex scenarios enable students to reflect deeply and create innovative solutions.

The connection between brand value performation and market performativity (5) is significant for research methodologies. Examining performative aspects of market processes ensures that curricula reflect real-world market dynamics. The connection between market performativity and the geographies of marketization (7) underscores how local economic and social contexts influence market processes. Gibson-Graham (2008) highlight that the performativity of local economies is shaped by geographic and social differences, which influence how place-specific practices transform markets. The study of alternative economies shows the importance of local cultural roots in shaping market structures. Higher education programs should incorporate interactive methods, like place-specific case studies, project-based seminars, and group scenario analyses, to help students understand how social and economic contexts shape market performativity. Such research findings provide a strong foundation for developing effective curriculum-design strategies.

Practical impact: Figure 4 also highlights how the relationship between market performativity and the geographies of association and dissociation (6) can be applied to practical education. This connection provides opportunities for localizing educational content, which is essential for understanding regional market characteristics. The link between the geographies of association and dissociation and value creation in economics (9) demonstrates the importance of educational programs that enable students to identify and manage such market processes. Ngoasong (2022) argues that incorporating case studies and place-specific economic strategies into education enhances students’ adaptability to changing market challenges while deepening their understanding of social and economic contexts. Finally, the connection between the geographies of marketization and value creation in economics (10) illustrates how educational programs can support the development of place-specific market strategies. Educational content should focus on real-world market examples and adaptive strategies, ensuring that students can navigate both regional and global market environments. These approaches ensure that students can respond effectively to challenges in regional and global markets.

This analysis leads to the selection of pedagogical methods aimed at achieving educational goals, which will be explored in detail in the following section. The findings strongly support the effectiveness of cognitive-dissonance-based training in correcting misaligned innovation preferences, validating the initial research hypotheses presented in Section 2. These results align with the findings of Waye et al. (2022), confirming that misconceptions about digitalization are a widespread issue. However, our study extends this by demonstrating that targeted training can effectively shift innovation perspectives in a relatively short timeframe.

5.3. Definition of the Training Methodology

After identifying the content and evaluating the five possible teaching methodologies, the teaching team (

Table 3. Methodological preferences of teachers and researchers by different attributes.

Method	Promoting a Change of Mindset	Increasing Motivation to Learn	Correction of Erroneous Views	Practical Feasibility	Aggregate Score
Cognitive dissonance induction	5	5	5	4	19
Activating prior knowledge	3	3	2	5	13
Reflective learning	3	4	3	5	15
Developing critical thinking	4	4	3	3	14
Conflict-based learning	4	3	3	3	13

). The evaluation was a joint effort of the university’s teaching staff and a team of experts in curriculum development, in which the methodologies were scored on a scale of 1 to 5 on four criteria. Based on the aggregated results, the CD method was found to be the most appropriate for achieving the training objective under study.

Table 3 presents the methodological evaluation based on the preferences of curriculum developers and educators. The evaluation aimed to create a consensus among the professionals involved in the experimental training regarding pedagogical goals and tools. Drawing on the research findings and theoretical foundations outlined in the previous sections, the evaluation criteria reflected four key competencies: promoting a change in mindset, increasing motivation to learn, correcting erroneous views, and ensuring practical feasibility. These competencies were directly linked to the industry and pedagogical challenges identified earlier in the study.

The evaluation process aligns with the findings of Krajcik et al. (2008), who emphasized that the success of curriculum development depends significantly on the clear definition of pedagogical goals and tools, as well as fostering a consensus among stakeholders involved in the development process. Such collaboration ensures the coherence of the curriculum and guarantees that the objectives are reflected in the educational content and methods.

Among the evaluated methods, CD was selected as the most suitable for achieving the training goals. However, the evaluation of other methods also provided valuable insights. For instance, reflective learning scored high in terms of practical feasibility and showed moderate effectiveness in increasing the motivation to learn. However, it proved less effective in deeply transforming learners’ mindsets, which was a priority for the training. The deliberative processes used to establish these methodological preferences supported the relevance of the curriculum, echoing the conclusions of Thijs and Van Den Akker (2009), who stressed that achieving shared goals and a consensus is essential for effective curriculum development.

Developing critical thinking demonstrated balanced results, particularly in fostering mindset shifts and correcting erroneous views. However, its practical application scored lower, limiting its integration into the experimental program. Similarly, conflict-based learning and activating prior knowledge were relevant approaches, but their lower aggregate scores indicated that they were less aligned with the overarching training objectives.

The evaluation and preference-setting process followed a consensus-based model aimed at balancing educational tools with their intended goals. As Chan and Hume (2019) highlighted, such approaches enhance the coherence and effectiveness of curricula, particularly in experimental programs, where the goal is to ensure a unified pedagogical approach among professionals. Through this methodology, we ensured that the curriculum was not only grounded in theoretical and research-based insights but also met practical applicability criteria in alignment with the training objectives.

This process ensured that the curriculum-development approach integrated both theoretical and research-based findings while emphasizing practical applicability. The outcomes of this evaluation will be explored in more detail in the next section, which focuses on the specific pedagogical applications.

The structured training methodology developed in this study could be adapted for use in other industries, particularly those facing similar challenges in aligning innovation strategies with economic realities.

5.4. Research and Experiment Implementation

5.4.1. Introduction to the Training Program

The newly developed training program was delivered as a targeted, short-cycle training module aimed at expanding the concept of innovation. The main objective of the program was to make participants realize that innovation is not only equivalent to digitalization but is much broader and includes other factors that are essential for business. The recruitment process included a presentation of a successful example of a virtual company that Figure 4 shows as key success factors. This was used as a basis for the training. The recruitment process for the training was presented in Section 3.1. At the start of the training, an input preference survey was also carried out, the results of which are presented in the column 2 of Table 1.

5.4.2. Efficiency Evaluation

The success of the training and changes in innovation attitudes were evaluated using quantitative and qualitative data collection methods, such as questionnaires, interviews, and observations. All of this was described in detail in Section 3.2. The results confirmed that the training had achieved its objectives: the participants understood that the concept of innovation goes beyond digitalization. At the end of the training, we again conducted a preference survey, which showed further changes in the participants’ perception of this column 3 of Table 1.

5.4.3. More Training and Participant Feedback

Based on the positive feedback from the first short-cycle training and further interest from participants, we organized further training sessions for participants who had already completed the previous training. This was further elaborated in Section 4.2. This return of interest indicates that institutional commitment and motivation to learn have increased as a result of the change in the approach during the training. In the following academic year, we launched a new training program, focusing on “Enterprise and Culture” rather than innovation. Previously, there had been no interest in this training. However, the participants of the pilot course were approached again and two thirds of them enrolled in the new course. This high enrolment rate shows that the cognitive-dissonance-based training has been successful not only in terms of awareness-raising but also in increasing institutional commitment, as participants have become more open to a wider range of educational opportunities.

While this study confirms the effectiveness of cognitive-dissonance-based training in reshaping innovation perspectives, the identified limitations (discussed in Section 7) highlight the need for further validation across diverse sectors and longer time frames. These constraints do not undermine the validity of the findings but indicate promising directions for expanding the methodology’s applicability.

The results of this study indicate that cognitive-dissonance-based training is effective in shifting innovation preferences and correcting misconceptions. However, its applicability beyond the studied sector remains an important consideration. While the findings provide strong evidence of the methodology’s impact, the extent to which similar results can be achieved in different industries or educational settings requires further examination. The limitations outlined in Section 6 suggest that additional research is needed to validate these effects across broader contexts.

The methodological framework, which combines CD induction with structured preference correction training, provides a replicable model that can be adapted to various sectors. As our research has shown, innovation preferences are often shaped by entrenched industry norms. Addressing these misalignments through structured interventions could be beneficial in fields, such as technology, healthcare, and public administration. Future studies should explore how industry-specific factors influence the success of cognitive-dissonance-based training, particularly in environments with different levels of institutional trust or regulatory constraints.

The findings also highlight that while the content-related issues of innovation differ across industries, the methodological approach of preference correction and conceptual change remains broadly applicable. This reinforces the potential for cognitive-dissonance-based training to serve as a scalable solution for fostering critical thinking, self-reflection, and adaptive decision-making in diverse professional settings.

6. Conclusions

The results of the research suggest that cognitive-dissonance-based training is an effective tool for increasing motivation to learn and institutional confidence. The methodology used in the training not only increased the knowledge of the participants but also contributed to a deeper change in mindset by correcting misconceptions. The analysis of changes in preferences showed that by focusing on strategic marketing and sustainable innovation, it was possible to shift students’ attention from a narrow understanding of technological innovation to more complex, market-sensitive innovations. This confirms the relevance of the application of CDT, which helps to sustain long-term motivation by enhancing learners’ self-reflection in learning and emotional engagement in learning. The integration of qualitative and quantitative findings demonstrated the holistic impact of the training. Interviews with participants highlighted how shifts in mindset led to practical changes in their professional environments, such as re-evaluating innovation strategies and prioritizing sustainability alongside technological advancements. This suggests that the methodology is not only academically robust but also practically transformative.

6.1. Proposals for Education Policy and Curriculum Innovation

On the basis of the results, we recommend the promotion and wider introduction of short-cycle, targeted training in education systems. Such programs not only allow for rapid adaptation to market needs but also help to build trust and commitment between learners and educational institutions. An emphasis on strategic thinking and approach formation in training, especially in the area of practice-oriented innovation, can help to build students’ resilience and self-directed learning abilities. We cannot overlook the crucial role of teachers. Rofiq (2023) stresses that teachers’ self-reflection is key to improving the quality of education, as it enables teachers’ personal and professional development, which ultimately has a positive impact on student outcomes (Rofiq, 2023). We share this view, which empowers teachers as institutional “agents” in their activities.

When designing curricular innovations, it would be important to use pedagogical approaches that allow for the development of participants’ self-evaluation and metacognitive skills (reflective practices in education), thus supporting autonomous and continuous learning.

6.2. The Applicability of the Methodology in Different Contexts

Cognitive-dissonance-based education can be applied to other industries and learning situations with promising results. In the business and economic sector, where rapid technological and market change is common, the method can help to correct erroneous or limiting beliefs, especially in the areas of strategic decision-making and creative problem solving. The method can also be useful in communities where institutional trust is low, as positive feedback from training can increase the commitment of participants. Educational systems can also benefit from such an approach, which increases students’ learning self-efficacy, thus contributing to their sustainable development and long-term commitment to the learning process. In this, teachers are important and exemplary mentors. Mendoza and Yan’s (2021) study found that teacher involvement and support significantly influence students’ emotional engagement and self-reflective practices, which facilitates the dynamic application of the assessment-as-learning approach in the classroom (Mendoza & Yan, 2021). Additionally, this methodology’s focus on self-reflection and CD can be particularly valuable in interdisciplinary fields. By addressing sector-specific misconceptions, it equips participants with the tools to navigate complex challenges and fosters adaptability across diverse professional contexts. This adaptability is essential in dynamic industries where innovation processes are continually evolving.

6.3. Synthesis and Practical Recommendations

The results of the research clearly demonstrate that CD-based training is effective in improving student motivation and institutional confidence. Hußner et al. (2023) point out that developing the ability to self-reflect contributes to increasing students’ learning self-efficacy, which has a positive impact on learner attitudes and educational outcomes (Hußner et al., 2023). This suggests that the methodology should be incorporated into training programs that aim to shape attitudes, correct faulty assumptions, and increase long-term learning engagement. Addressing the emotional aspects of the learning process (e.g., managing learners’ internal tensions and encouraging self-reflection) is also a priority, as it contributes to learners’ emotional and cognitive development, thus supporting the durability of learning outcomes and continuous improvement. Finally, expanding the adoption of this methodology across various educational and industrial sectors will allow institutions to foster more sustainable and impactful learning outcomes. By embedding these principles in curriculum design, stakeholders can ensure that learners are equipped to meet both current and future challenges with resilience and strategic insight.

While this study provides strong evidence for the effectiveness of cognitive dissonance-based training, further research should explore its adaptability to other learning environments and industrial sectors. The limitations identified in Section 7 suggest that sector-specific factors and long-term effects require a deeper investigation. However, these constraints do not undermine the validity of the findings but rather highlight the need for continuous refinement and expansion of the methodology.

7. Limitations

The research confirmed the effectiveness of CD-based training, particularly in increasing motivation to learn and institutional confidence. The following points do not undermine the validity of the results, but highlight the potential for further research into the method and indicate directions for wider application.

7.1. Sample and Sectoral Restrictions

The research was conducted in a single sector and with a relatively small sample (n = 35), which limits the generalizability of the results. Adapting the methodology to other industries, such as technology, services, or education, could help to validate the results more widely and explore their applicability. This requires the involvement of industry partners and institutions that are open to testing the method.

7.2. Lack of Analysis of Long-Term Effects

The research focused on short-term results and did not cover the long-term impact of the method on attitude and behavior changes. Longer-term studies could explore the lasting effects of the method, especially in institutions with experience in using the method.

7.3. Methodological Issues

In the absence of a control group, the validity of the results was confirmed based industry preferences and professional feedback. A comparison of the method with other training models, for example in randomized control group trials, could open up new perspectives for evaluating its effectiveness.

7.4. Individual Adaptability

Participants responded differently to dissonance induction, which raises the importance of addressing individual differences. In order to further fine-tune the method, it would be important to examine how participants’ personal experiences and prior knowledge influence the effectiveness. This would provide an opportunity to tailor the method.

7.5. Possibility of Wider Adaptation

Other sectors and institutions have already expressed interest in the method. This confirms that the adaptation of cognitive-dissonance-based training can be relevant for different industries and educational systems, thus contributing to the further development and wider uptake of the method.