PSYCHOLOGICAL AND DIDACTIC FACTORS INFLUENCING KNOWLEDGE CREATION IN THE PEDAGOGICAL PROCESS

Abstract

This article explores the psychological and didactic factors that influence knowledge creation within the pedagogical process. It examines how cognitive, emotional, and social aspects of learners impact their ability to generate new knowledge. Psychological factors such as motivation, self-efficacy, and prior knowledge are discussed in relation to their roles in facilitating or hindering learning outcomes. Didactic factors, including teaching strategies, curriculum design, and classroom environment, are analyzed for their contributions to fostering an atmosphere conducive to knowledge creation. The interplay between these factors is emphasized, highlighting the importance of a holistic approach to education that integrates both psychological insights and effective teaching methodologies. Ultimately, the article aims to provide educators with a comprehensive understanding of how to enhance knowledge creation in their classrooms through informed practices