The Theoretical Foundations of The Praxeological Approach and Its Application Opportunities in The Pedagogical Process

Abstract

This thesis examines the theoretical foundations of the praxeological approach and substantiates its application opportunities in the pedagogical process. Building on praxeology as a systematic study of effective action, the paper integrates classic formulations—originating with Tadeusz Kotarbiński and later elaborations across activity theory, experiential learning, and reflective practice—into a coherent pedagogical framework. The study clarifies the conceptual core of praxeology (goal–means–conditions–result), distinguishes it from adjacent paradigms such as competence-based and activity-based approaches, and proposes a didactic logic that connects instructional design, classroom enactment, and evidence-based improvement. Methodologically, the work employs a narrative synthesis of theoretical sources, analytical modeling of lesson cycles, and design-based reasoning to map praxeological categories onto pedagogical tasks. Results indicate that praxeological alignment improves task clarity, reduces instructional friction, strengthens feedback loops, and supports teacher professionalization through reflective protocols and performance metrics. The paper concludes by outlining practical avenues for embedding praxeology in teacher education, curriculum design, and school-level quality assurance.