ABSTRACT. Through the integration of "learning to do" and "learning to understand," this study explores how to promote epistemic fluency in an era characterized by rapid digital transition and changing student motivation. Amid the growing prevalence of AI tools and digital resources, students at the National University of Water and Environmental Engineering (NUWMEE) face the challenge of acquiring adaptable, resilient knowledge. Students were led through planned learning interventions with the help of resources like Labster's virtual labs and self-check tools like ChatGPT and the Cornell note-taking approach. According to survey data, students' confidence, understanding, and skill acquisition have significantly improved. This paper underscores the potential of blending these complementary learning concepts to cultivate a flexible student personality aimed at intellectual and professional success.

KEYWORDS: epistemic fluency, learning to do, learning to understand, knowledge resilience, cognitive development, practical skills.

The urgency of this research is evoked by the fact that students are overwhelmed with digital tools, anxiety and non stable motivation in an unpredictable time of changes. There is not enough stable epistemic fluency under the accelerating growth of digital resources and AI tools to build resilient communities.

Conceptually, there have been intentions to investigate opportunities for resilient knowledge acquisition and application in European learning environments that align with the rapid use of AI tools and technologies. The concepts of “learning to do” and “learning to understand” have been discovered in specific contexts of university education for Ukrainian students at NUWMEE (the technical higher educational establishment).

There are many definitions of epistemic fluency but all of them refer to the capacity that allows people to embrace and combine different kinds of knowledge that are relevant to encountered assignments (Trede, 2019). We have analyzed how concepts “learning to do” and “learning to understand” complemented each other in educational settings of NUWMEE.

"Learning to do" aligns with behaviorist and skill acquisition theories, which emphasize practical application and task-based learning. It is especially relevant in vocational and technical education, where students are required to acquire specific competencies that prepare them for direct entry into the workforce (Kolb, 1984). "Learning to understand" is grounded in constructivist,cognitive theories and encourages learners to have conscious and deep understanding into the 'why' behind knowledge, leading to a deeper, more flexible grasp of concepts that can be applied in various contexts.

Recent educational models suggest that blending these two paradigms can lead to more robust learning outcomes. The brain can hold around 3-5 “chunks” of information at a time. Parsing multiple lines simultaneously, means that each of these threads of information must remain open until the line is fully read. Effective collaboration of above mentioned concepts can induce the efficiency of information chunks.

“Learning to do” correlates with usage of Labster’s virtual labs. Labster is the virtual reality tool which yields STEM course pass rates and general engineering skills set. Gamified course interfaces improve captivate students’ retention due to their engagement in efficient professionally oriented virtual reality tasks.

“Learning to do” which refers to acquisition of practical skills has been facilitated by resources of "learning to understand". Learning to understand undermines conscious grasping of necessary information by improving such cognitive functions as concentration, memory, and critical thinking.

For facilitation of the concept “learn to do”, students have been provided with Cornell note taking method notes, optimal protocols for studying and learning by Dr. Huberman and implementation of self-check up questions by Chat GPT. After survey provided by us, students have acknowledged improved comprehension of Labster assignments and demonstrated increased academic competency.

One common approach of taking, organizing, and summarizing notes is the Cornell note-taking method. It is 5 step approach which includes note-taking area, self-test column, summary, quiz, frequent rehearsal of information (Akram, 2019).

Table 1. Correlation of Labster with “learn to understand” resources

SWOT analysis and the SMART goal-setting framework have been applied in tandem with educational experimentation to assess if all “learn to understand” resources align with such “learn to do” resource  as Labster.

As a conclusion, it must be mentioned that through the integration of both concepts’resources, students can gain practical skills and get a profound understanding of fundamental issues, which promotes flexibility, critical thinking, and lifelong learning. According to the findings, this integration of  “learn to do” and “learn to understand” resources facilitate the development of a flexible student personality aimed at intellectual and professional success.

References

1. Akram, M. (2019). The influence of suggested Cornell note-taking method on improving writing composition skills of Jordanian EFL learners. Journal of Language Teaching and Research, Vol. 10, No. 4, pp. 863-871.
2. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. 256 p.
3. Trede, F., Markauskaite, L. (2019).  Education for practice in a hybrid space: Enhancing professional learning with Mobile Technology. Singapore: Springer Nature. 210 p.