TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION
This paper presents and justifies a typology of students in the fields of Economics and Administration and Management based on their learning styles, using a sample of undergraduate and graduate students at the University of National and World Economy, Sofia. Learning style is understood as a set...
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| Format: | Article |
| Language: | English |
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Oikos Institute - Research Center Bijeljina
2025-07-01
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| Series: | Collection of Papers New Economy |
| Subjects: | |
| Online Access: | https://conference.oikosinstitut.org/files/proc/Vol3No1/10.pdf |
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| _version_ | 1849316461640679424 |
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| author | Rumyana Angelova Jeleva |
| author_facet | Rumyana Angelova Jeleva |
| author_sort | Rumyana Angelova Jeleva |
| collection | DOAJ |
| description | This paper presents and justifies a typology of students in the fields of
Economics and Administration and Management based on their learning
styles, using a sample of undergraduate and graduate students at the University
of National and World Economy, Sofia. Learning style is understood as a set
of stable cognitive patterns through which students prefer to receive, perceive,
process, and understand information in the learning process. In line with this
understanding, four key dimensions of student interaction with information
are defined: receiving information (visually or verbally), perceiving information
(concretely or abstractly), processing information (actively or reflectively), and
understanding information (linearly or globally).
A representative empirical study was conducted using a stratified-cluster sample
of 720 students. Data were collected through a self-administered questionnaire
consisting of a battery of 16 Likert-scale items. The measurement instrument
successfully passed the tests for validity and reliability. The results of the study
indicate the distribution of students across the four key dimensions and reveal
five distinct clusters of students with different learning profiles. The cluster
analysis confirms that dominant learning styles influence student engagement
and academic performance.
The findings provide valuable insights for adapting teaching methods,
curricula, and programs to better align with the dominant learning styles
among students. Understanding these preferences can enhance creativity,
adaptability, and sustainable growth in an evolving global economy. This study
highlights the strategic importance of educational innovation in preparing
students for future challenges |
| format | Article |
| id | doaj-art-24d6a6ca18d04ea1b49f7ace0ff8a845 |
| institution | Kabale University |
| issn | 2831-1728 2831-1736 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Oikos Institute - Research Center Bijeljina |
| record_format | Article |
| series | Collection of Papers New Economy |
| spelling | doaj-art-24d6a6ca18d04ea1b49f7ace0ff8a8452025-08-20T03:51:44ZengOikos Institute - Research Center BijeljinaCollection of Papers New Economy2831-17282831-17362025-07-013113314310.61432/CPNE0301133jTYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATIONRumyana Angelova Jeleva0University of National and World Economy, Sofia, BulgariaThis paper presents and justifies a typology of students in the fields of Economics and Administration and Management based on their learning styles, using a sample of undergraduate and graduate students at the University of National and World Economy, Sofia. Learning style is understood as a set of stable cognitive patterns through which students prefer to receive, perceive, process, and understand information in the learning process. In line with this understanding, four key dimensions of student interaction with information are defined: receiving information (visually or verbally), perceiving information (concretely or abstractly), processing information (actively or reflectively), and understanding information (linearly or globally). A representative empirical study was conducted using a stratified-cluster sample of 720 students. Data were collected through a self-administered questionnaire consisting of a battery of 16 Likert-scale items. The measurement instrument successfully passed the tests for validity and reliability. The results of the study indicate the distribution of students across the four key dimensions and reveal five distinct clusters of students with different learning profiles. The cluster analysis confirms that dominant learning styles influence student engagement and academic performance. The findings provide valuable insights for adapting teaching methods, curricula, and programs to better align with the dominant learning styles among students. Understanding these preferences can enhance creativity, adaptability, and sustainable growth in an evolving global economy. This study highlights the strategic importance of educational innovation in preparing students for future challengeshttps://conference.oikosinstitut.org/files/proc/Vol3No1/10.pdflearning stylestheories of learning styleseducational innovationcluster analysisstudent engagement |
| spellingShingle | Rumyana Angelova Jeleva TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION Collection of Papers New Economy learning styles theories of learning styles educational innovation cluster analysis student engagement |
| title | TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION |
| title_full | TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION |
| title_fullStr | TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION |
| title_full_unstemmed | TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION |
| title_short | TYPOLOGY OF STUDENTS ACCORDING TO LEARNING STYLES: INSIGHTS FOR ECONOMIC INNOVATION |
| title_sort | typology of students according to learning styles insights for economic innovation |
| topic | learning styles theories of learning styles educational innovation cluster analysis student engagement |
| url | https://conference.oikosinstitut.org/files/proc/Vol3No1/10.pdf |
| work_keys_str_mv | AT rumyanaangelovajeleva typologyofstudentsaccordingtolearningstylesinsightsforeconomicinnovation |