Exploring Teaching Cognitive Skills Development in University Art Education Using Extended Bipolar Neutrosophic Sets

Abstract

Cognitive skills development, including critical thinking, creativity, and problem
solving, is a fundamental goal of university art education, overwhelmingly influencing academic 
success and lifelong learning. However, assessment of these multifaceted cognitive attributes 
leftovers challenging due to the inherent uncertainty in educational environments. In this study, 
we present our attempt to address the above challenge through developing a novel framework 
employing Bipolar Neutrosophic Sets (BNS), which simultaneously capture bipolar 
indeterminacy within the analysis of Cognitive Skills Development. Central to our framework is 
the design of a Component-wise Hybrid Harmonic-Geometric Aggregation Operator 
(CHHGAO), which integrates the strengths of harmonic and geometric means to aggregate BNS 
information expressively. Moreover, we propose a new distancing measure tailored for BNS that 
enhances algorithmic decision-making with accurate quantification of the closeness of 
alternatives to ideal solutions in the evaluation space. Furthermore, we demonstrate the practical 
applicability of our approach through a detailed case study involving reflecting cognitive skill 
development dimensions and resource considerations. Quantitative results obtained not only 
improve the handling of ambiguous and conflicting expert evaluations but also yield insightful 
decisions informing curriculum design and pedagogical strategies. 

DOI: 10.5281/zenodo.16498133