Neutrosophic Modeling of Cognitive Political Dynamics for Teaching Effectiveness in University Thought and Politics Curriculum in Blended Learning Environments

Abstract

The interaction between thought formation and political orientation in blended 
learning environments is characterized by uncertainty, ambiguity, and incomplete 
information. Conventional analytical models often overlook these indeterminate aspects, 
resulting in partial or biased interpretations. This study proposes a novel neutrosophic
based framework to quantitatively capture and analyze the cognitive–political dynamics 
within hybrid educational settings. The framework employs neutrosophic sets to 
represent three fundamental components of knowledge: truth (T), indeterminacy (I), and 
falsity (F), allowing for a richer representation of learner perspectives and political 
influences. The proposed methodology integrates multi-source data, including learner 
interaction patterns, discourse analysis, and cognitive mapping, into a multi-stage 
neutrosophic decision-making model. Detailed mathematical formulations are 
introduced, with all variables explicitly defined and demonstrated through complete, 
step-by-step numerical examples. Results indicate that the model effectively reveals subtle 
interdependencies between thought processes and political alignment, as well as hidden 
uncertainties that are often overlooked by traditional methods. The findings contribute to 
both educational theory and policy-making by offering a systematic tool for 
understanding and managing political and cognitive variability in blended learning. 

DOI: 10.5281/zenodo.16884269