MOSAIC THINKING AS A FACTOR DETERIORATING STUDENTS FROM FULL INVOLVEMENT WITH A TEACHING PROCESS

Abstract

This article explores the concept of mosaic thinking - a cognitive style characterized by fragmented, non-linear information processing and synthesis of diverse perspectives - as a potential factor contributing to student disengagement in traditional educational settings. Drawing on empirical data from a study conducted at the State University «Kyiv Aviation Institute» (Ukraine)  and Alfred Nobel University (Dnipro, Ukraine), which revealed that only 36% of students exhibit mosaic thinking (with over half at a low level), the paper argues that the mismatch between this cognitive style and conventional pedagogical values rooted in pre-digital education exacerbates motivation loss. By contextualizing mosaic thinking within the broader framework of student engagement factors, the study challenges assumptions about its universality and underscores its role as a destabilizing force in modern classrooms.