Narrative review of cognitive skills. Conceptual transitions from Bloom to the digital age

Abstract

This article explores the evolution of the concept of cognitive skills from the influential Bloom's Taxonomy (1956) to contemporary perspectives in the digital age. In a context of pedagogical innovation and digital transformation, the research aims to identify the differential nuances between key theoretical models: Bloom, Anderson & Krathwohl, Marzano, and Churches. The narrative review of specialized literature examines the underlying assumptions, strengths, and weaknesses of each model. The thematic axes include the structure of cognitive skills, the emphasis on knowledge or processes, the integration of affective and motivational aspects, and the consideration of the digital context. The findings reveal a transition from a hierarchical and knowledge-centered approach to a more dynamic, integral, and contextualized approach. It is concluded that the field of cognitive skills is moving towards a paradigm that recognizes the complexity of the learning process, the importance of digital skills, and the competencies for the 21st century. This evolution has significant implications for pedagogical practice, curriculum design, and future research.