THE EFFECTIVENESS OF APPLYING PEDAGOGICAL TAXONOMY IN THE UNIVERSITY EDUCATIONAL PROCESS
Keywords:
xAbstract
This article provides an in-depth analysis of the effectiveness of pedagogical taxonomy as a core instrument of instructional design in higher education, focusing on the preparation of future primary school teachers. The study examines Bloom’s taxonomy of educational objectives and its revised version as conceptual frameworks that support outcome-based education, constructive alignment, and valid assessment practices. Particular attention is given to the role of taxonomy in improving the formulation of learning outcomes, structuring learning activities, and designing assessment tools that reflect different levels of cognitive complexity. Based on a review of contemporary pedagogical research and higher education practice, the article argues that systematic application of pedagogical taxonomy enhances professional competence development, supports formative and differentiated assessment, and facilitates inclusive teaching practices. The findings confirm that pedagogical taxonomy should be regarded as a foundational methodological tool in modern teacher education programs.
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