Abstract Instructional tasks are key features of classroom practice, but little is known about how different components of tasks—such as selecting or designing tasks for a lesson, launching, and imple

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• LEARNING -EDUCATIONAL DESIGN BASED ON THE COGNITIVE BURDEN STRATEGY AND ITS EFFECT IN PRIMARY SCHOOL PUPILS ACHIEVEMENT TOWARDS MATHEMATICS (2026) · doi

  Based on the results and conclusions, the studyer offers the following recommendations: 1- Encourage teachers to adopt instructional-learning designs that reduce cognitive load when teaching mathematics. 2- The necessity of organizing educational content and dividing it into small, progressive units to facilitate learning. 3- Enhancing the use of solved examples and interactive activities in the educational process. 4- Including training programs for teachers on strategies to reduce cognitive load in all subjects. 5- Developing educational materials and supporting learning media that increase cognitive load and reduce the effectiveness of learning. 84 | P a g e Sciental Journal of Education Humanities and Social Sciences, Vol. 4. 4, (2026) ISSN Online: 2961-0389 Website: https://scientaljournals.com/index.php/SJEHSS/index This work is licensed under a Creative Commons Attribution 4.0 International License. Submitted: February 17, 2026/ Accepted April 15, 2026/ Published April 24, 2026

  Keywords: learning reduce cognitive load educational teachers index april based conclusions studyer offers following recommendations encourage
• Science, Education and Innovations in the Context of Modern Problems (SEI) ISSUE 6, VOLUME 9, 2026 (2026) · doi

  Based on the findings of this study, several practical and policy-oriented recommendations are proposed: 1. Integration of DRSA Strategy in Curriculum Design. Educational authorities and curriculum developers should consider incorporating the DRSA instructional model into primary science curricula as a structured framework for promoting active and inquiry-based learning. 2. Teacher Professional Development. Ministries of Education and training institutions should organize continuous professional development programs aimed at enhancing teachers’ competencies in implementing student-centered instructional strategies, including DRSA. These programs should focus on lesson planning, classroom management, and the integration of interactive learning activities. 3. Promotion of Curiosity-Driven Learning Environments. Educators should prioritize the development of classroom environments that stimulate curiosity by encouraging questioning, exploration, and discussion. Linking scientific content to real-life contexts and students’ everyday experiences can further enhance engagement and motivation. 4. Focus on Affective and Motivational Dimensions of Learning. In addition to cognitive outcomes, educators should give greater attention to the emotional and motivational aspects of learning. Curiosity, as an intrinsic motivational factor, should be actively nurtured through interactive and student-centered teaching practices.

  Keywords: learning drsa development curiosity motivational based integration curriculum instructional professional programs student centered focus classroom
• Effectiveness of cognitive load management strategies in enhancing comprehension and retention in Science among Grade 7 learners (2026) · doi

  Based on the findings and conclusions, the following recommendations were formulated: 1. Science teachers may simplify technical terms, segment lesson content, and regulate instructional pacing to reduce cognitive overload and enhance learners’ understanding of scientific concepts. 444 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) 2. Teachers may integrate explicit instruction on both basic and higher-order cognitive load management strategies, including summarizing, concept mapping, and study planning, to strengthen learners’ independent learning skills. 3. Teachers may incorporate strategies that support comprehension, retention, and retrieval, such as activating prior knowledge, providing retrieval practice, and reinforcing key concepts through structured activities. 4. Grade 7 Science teachers may utilize the C.L.E.A.R. Science activity guide as a supplementary instructional resource and adapt its components based on learners’ needs and classroom contexts. 5. School administrators may support the implementation of cognitive load–based instructional strategies by providing professional development programs and instructional supervision that promote effective teaching practices. 6. Curriculum developers may integrate cognitive load principles into the design of learning materials and curriculum frameworks to ensure that content is developmentally appropriate and cognitively manageable. 7. Education policymakers may consider supporting initiatives that promote research-based instructional innovations, such as cognitive load–based materials, to improve national learning outcomes in science. 8. Teacher education institutions may incorporate cognitive load theory and its practical applications into pre-service and in-service training programs to better prepare educators for effective classroom instruction. 9. Future researchers may explore the long-term impact of cognitive load–based instructional materials across different grade levels, subject areas, and educational contexts. REFERENCES Abeysekera, I., Sunga, E., Gonzales, A., & David, R. (2024). The effect of cognitive load on learning memory of 1686. in Philippines. Sustainability, 16(4), students learning the online https://doi.org/10.3390/su16041686 accounting Alarcon, J. L. P. (2025). Analyzing learning experience and retention: The role of multimedia resources in physical 44-50. Journal of Tertiary Education and Learning, 3(1), education. science https://doi.org/10.54536/jtel.v3i1.3276 Baxter, K. A., Sachdeva, N., & Baker, S. (2025). The application of cognitive load theory to the design of health and behavior change programs: Principles and recommendations. Health Education & Behavior, 52(4), 469–477. https://doi.org/10.1177/109019812

  Keywords: cognitive learning load based instructional education science teachers learners strategies programs materials https recommendations content
• Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016) · doi

  Abstract Instructional tasks are key features of classroom practice, but little is known about how different components of tasks—such as selecting or designing tasks for a lesson, launching, and implementing them with students—shape the conditions for students’ intellectual engagement in science classrooms.

  Keywords: tasks students abstract instructional features classroom practice little known different components selecting designing lesson launching