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

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the knowledge area of the training objective increased from 2.11 to 3.36 on a scale of 4, while the preference for the outdated approach area decreased from 2.91 to 1.28, demonstrating the effectiveness of the method in directing participants’ attention towards more complex directions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.