The Future of Education

Edition 15

Accepted Abstracts

Bridging Theory and Practice: Cognitive Dissonance as a Pedagogical Tool for Cultivating Inclusive Educators

Roberta Diamanti, Universidad Católica de Valencia ‘San Vicente Mártir’ (Spain)

María Laura Angelini, Universidad Católica de Valencia ‘San Vicente Mártir (Spain)

Isabel Torrijos, Universidad Católica de Valencia ‘San Vicente Mártir’ (Spain)

Abstract

Simulation-based learning is increasingly recognized as a transformative approach in teacher education, particularly for preparing educators to address the complexities and systemic inequities present in multicultural classrooms. This study investigates how the intentional incorporation of cognitive dissonance, psychological discomfort arising from confronting conflicting beliefs or values, within virtual simulations can serve as a powerful pedagogical tool. Using the "School of Valtance" simulation platform, pre-service teachers engaged in immersive, practice-oriented scenarios that mirrored real-world educational dilemmas, such as ethical decision-making, bias identification, and collaborative problem-solving in diverse classroom contexts. Traditional teacher education often struggles to bridge the gap between theoretical understanding and the realities of diverse educational environments. By exposing participants to challenging and sometimes conflicting perspectives within the simulation, the study aimed to cultivate critical consciousness, adaptive expertise, and a strong commitment to equity and inclusion. The research employed a sequential explanatory mixed-methods design, combining quantitative data from validated Likert-scale questionnaires with qualitative insights from reflective reports, direct observations, and debriefing sessions. The sample included 79 pre-service teachers from nine faculties of education across Europe, North America, Africa, and South America, ensuring a diverse and multicultural participant pool. Key findings highlight that structured cognitive dissonance in simulations significantly increased participants’ awareness of implicit biases and structural barriers affecting marginalized students. Confronting dissonant perspectives prompted critical self-reflection and a willingness to challenge prior beliefs. Iterative engagement with complex scenarios strengthened participants’ adaptive expertise, including skills in dynamic differentiation, trauma-informed instruction, and culturally responsive pedagogy. The study also introduced the "Reflection-Action Cycle" model, mapping how simulated dissonance translates into real-world equity praxis. Overall, the research demonstrates that simulation-based learning, when grounded in cognitive dissonance theory and transformative learning, can bridge theory and practice in teacher education. It equips future educators with the critical skills, dispositions, and advocacy capacity necessary for leading inclusive and socially just classrooms, offering a scalable and impactful strategy for equity-centered teacher preparation.

 

Keywords

cognitive dissonance pedagogy; immersive learning; culturally sustaining practices; simulation-based teacher training; transformative learning; virtual exchange.

 

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