Unpacking Prejudices through Constructivist Learning Environments: A Virtual Currency Approach in Addressing Neoliberal Ideologies and Cognitive Schemas

Potential Abstract: In this study, we explore the intersection of constructivist learning, prejudices, virtual currency, neoliberal ideologies, and cognitive schemas in educational settings. Drawing on social constructivist theory, we investigate how students’ preconceived biases and stereotypes can be addressed through immersive virtual learning environments that incorporate the use of virtual currency. By engaging students in activities that challenge their existing schemas and encourage critical reflection, we aim to promote a deeper understanding of complex social issues and promote empathy and inclusivity.

Through a mixed-methods approach, including surveys, interviews, and observations, we examine the impact of these constructivist learning environments on students’ attitudes, beliefs, and behaviors towards marginalized groups. Our findings suggest that the use of virtual currency as a medium for transactions in simulated environments can disrupt traditional power dynamics and encourage more equitable interactions among students. Additionally, the incorporation of neoliberal critiques within the curriculum helps students critically analyze the underlying ideologies that perpetuate prejudices and discrimination.

This study contributes to the ongoing discourse on the role of technology in education and the potential for constructivist approaches to promote social justice and equity in learning environments. By unpacking the complex interplay between prejudices, cognitive schemas, and neoliberal ideologies, we offer insights into how educators can design transformative learning experiences that challenge students’ assumptions and foster a more inclusive and empathetic learning community.

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