10 Major Theories of Learning Every Educator Should Know

Learning is the heartbeat of education. But how do people actually learn? Over the decades, psychologists and educators have proposed many theories to explain the process. Think of these theories as different lenses of spectacles—each one helps us see learning in a unique way.

Here’s a tour of the 10 main theories of learning, explained with key ideas, classroom examples, and their best uses.

 

1. Behaviourism: Learning by Conditioning

Thinkers: Watson, Skinner, Pavlov

• Main Idea: Learning is a change in behaviour caused by external reinforcement.
• Example: A teacher rewards students with stickers for correct answers, encouraging them to repeat the behaviour.
• Best Use: Building habits, memorisation drills, behaviour management.

2. Cognitivism: The Mind as a Processor

Thinkers: Jean Piaget, Jerome Bruner

• Main Idea: Learning is about how the mind processes, stores, and retrieves information.
• Example: Students use mind maps to connect Newton’s Laws with real-life situations.
• Best Use: Teaching structured knowledge, problem-solving, and exam preparation.

3. Constructivism: Building Knowledge Actively

Thinkers: Vygotsky, Piaget, John Dewey

• Main Idea: Learners actively construct knowledge by linking new ideas with past experiences.
• Example: Students build a model volcano, test it, and reflect on what they learned.
• Best Use: Project-based learning, inquiry classrooms, hands-on experiments

4. Social Learning Theory: Monkey See, Monkey Do

Thinker: Albert Bandura

• Main Idea: People learn by observing and imitating others.
• Example: Students greet politely after watching the teacher model respectful behaviour.
• Best Use: Teaching social skills, teamwork, and classroom etiquette.

5. Experiential Learning: Learn by Doing

Thinker: David Kolb

• Main Idea: Learning happens in a cycle: Experience → Reflection → Conceptualisation → Experimentation.
• Example: Nursing students practice in hospitals, reflect, and then improve their care.
• Best Use: Internships, labs, fieldwork, professional training.

6. Humanism: Whole-Person Learning

Thinkers: Carl Rogers, Abraham Maslow

• Main Idea: Learning focuses on self-growth, emotions, and motivation.
• Example: Students choose project topics based on personal interests, with teachers guiding as facilitators.
• Best Use: Personal development, motivation, learner-centred teaching.

7. Connectivism: Learning in the Digital Age

Thinkers: George Siemens, Stephen Downes

• Main Idea: Knowledge lives in networks, and learning happens by connecting to them.
• Example: Students learn coding from YouTube tutorials, peer forums, and AI chatbots.
• Best Use: Online courses, lifelong learning, tech-based classrooms.

8. Transformative Learning: Shifting Perspectives

Thinker: Jack Mezirow

• Main Idea: Adults learn when critical reflection changes their assumptions.
• Example: Teachers reflect on biases during diversity training and change their teaching style.
• Best Use: Higher education, adult learning, leadership and ethics training.

9. Situated Learning: Learning in Real Contexts

Thinkers: Jean Lave, Etienne Wenger

• Main Idea: Knowledge is best learned in authentic, real-world settings.
• Example: Apprentices learn carpentry by working directly with master carpenters.
• Best Use: Vocational training, apprenticeships, workplace learning.

10. Multiple Intelligences: Many Paths to Learning

Thinker: Howard Gardner

• Main Idea: People learn through different intelligences (linguistic, logical, bodily, musical, interpersonal, intrapersonal, spatial, naturalistic).
• Example: Fractions taught through puzzles for logical learners, songs for musical learners, and role-play for interpersonal learners.
• Best Use: Differentiated classrooms, inclusive education, personalised learning.

Final Thoughts

No single theory is “the best.” Instead, effective teachers mix and match them like spices in a recipe.

• Want discipline? Use Behaviourism.
• Want deeper thinking? Try Cognitivism.
• Want creativity? Embrace Constructivism.
• Teaching online? Lean on Connectivism.

Learning is not one-size-fits-all—it’s a toolbox, and these theories are your tools.

Let’s Dive Deeper

Behaviourism

What’s new:

• A 2024 mixed-methods study in Pakistan (Sargodha) found that teachers are quite aware of principles of classical & operant conditioning and that applying behaviourist techniques (e.g., reinforcement, rewards) helps in classroom instruction. ResearchGate
• Also, “Behavioural analysis in immersive learning environments” (2024) reviews 40 studies over the past decade about how immersive/VR/AR environments can be used to track and shape behaviours. It finds behavioural patterns vary by learner, context, tech features. But implementing behaviorist controls in immersive learning faces challenges like data collection, feedback delay, privacy. arXiv
• Studies combining behaviour analysis + ML to predict how students perform online show that modelling student behaviour (clicks, time-on-task) improves prediction of outcomes vs naïve models. arXiv

Implications / Examples:

• In online courses or MOOCs: using behaviorist reinforcement (badges, points, streaks) supported by behavioural pattern detection helps increase engagement and completion.
• In VR/AR learning (e.g. simulations), prompting, feedback, and reinforcement (e.g. correct action in simulation) apply behaviorist principles but require careful design of what behaviours to measure.

Strengths & Cautions:

• Strength: Good for clear, measurable behaviour change; discipline; scaffolded skill-building.
• Caution: Over-reliance can reduce intrinsic motivation; may ignore feelings, higher-order thinking.

Connectivism

What’s new:

• A 2024 systematic review (“Connectivism and digital age education: Insights, challenges and future directions”) analyzing many recent papers confirms that connectivism has become more central with the rise of online and hybrid/distance learning. It emphasizes knowledge as distributed across networks, and learning involves navigation of multiple sources (peers, forums, AI, etc.). ResearchGate
• Another study (2024) on “Impact of Connectivism on knowledge and willingness of higher education students” showed that when students are engaging in connectivist-styled learning (forums, shared resources, peer evaluation), their knowledge retention and willingness to apply knowledge increased. SAGE Journals
• Research in teaching sustainable business (2023) explored embedding connectivist principles in a university course, finding students appreciated the relevance and flexibility, though some struggled with “too many sources / too much freedom” structure. PMC

Examples:

• In a college class, instead of a single textbook, students curate resources (videos, blogs, research papers), share in group panels, critique each other’s selections.
• Use of MOOCs or online communities (Discord, Slack) in combination with classroom work so students learn from both formal and informal networks.

Strengths & Challenges:

• Strength: Fits modern info-rich, digitally connected world; promotes lifelong learning; builds digital literacy.
• Challenge: Information overload; quality control over sources; digital divide; student overwhelm if too much freedom without guidance.

Experiential Learning

Recent Research:

• Although I didn’t find a massive new meta-analysis strictly titled “experiential learning theory” in 2024 for all disciplines, there is increasing use of multimodal large language models (MLLMs) that allow experiential components (e.g. simulation, virtual labs) in science education. Example: using AI with text + image + video + interactive simulations to give concrete experience, let students reflect, conceptualize, experiment. arXiv
• Also, immersive learning studies (see Behaviourism above) often overlap with experiential learning in that learners are doing, reflecting, iterating in immersive or simulation contexts.

Classroom/Training Examples:

• Science labs now often use virtual/augmented reality to simulate dangerous or expensive experiments, then students reflect via journals or group discussion, then attempt real or further experiments.
• In professional education (medicine, nursing), clinical rotations + simulation + debrief are used: simulation gives experience, debrief gives reflection, then transfer to real patient cases.

Implications:

• Requires resources (tech, facilitation).
• Need structured reflection built in — merely “doing” isn’t enough; reflection and abstraction are crucial.

 

Cognitivism
Learning is about internal mental processes: attention, perception, memory, problem solving, schema formation. Teachers facilitate by helping learners manage these processes (scaffolding, reducing cognitive load, providing structure, etc.).

Recent Research / Trends:

• Use of multimedia learning & cognitive load theory: Studies in 2023-24 show that when teaching uses dual channels (audio + visuals), signalling (cueing), and reduces extraneous info, students comprehend better.
• AI / Adaptive Learning Systems: Research shows adaptive systems that adjust content difficulty based on learner’s performance improve retention. (E.g. recent work in "The Power of Attention: Bridging Cognitive Load, Multimedia Learning, and AI" explores how attention mechanisms + AI help manage cognitive load. arXiv)
• Metacognition & Self-Regulated Learning are being emphasised: helping students monitor their own learning (planning, checking understanding, revising) yields better outcomes.

Example (Modern Classroom):

• In an online science class, instead of giving a long lecture, teacher uses short video + visuals + interactive quiz after each section. Students get immediate feedback and can rewatch or go slower, helping prevent overload.
• Another: Students are taught how to plan their study sessions, check their own understanding, revise their misconceptions. Possibly using learning journals or peer discussions.

When & How to Apply:

• Best for content-heavy subjects (math, sciences, languages) where understanding and retention are key.
• Use in blended/hybrid learning, online modules.
• Design lessons with chunking, scaffolding, worked examples, gradually removing support.

Limitations:

• Too much focus on memory or knowledge, less on creativity or social/emotional aspects.
• Can be teacher-led; risk of reducing student agency if over-structured.

 

Constructivism
Learners construct their own understanding by connecting new information to what they already know; learning is active, contextual, social. Teachers act as guides/facilitators rather than just transmitters.

Recent Research / Trends:

• A systematic review (2025) “Constructivist instructional approaches” shows strong evidence that constructivist methods improve student learning outcomes when properly implemented (good scaffolding, teacher training, active engagement). bera-journals.onlinelibrary.wiley.com
• “Effectiveness of Constructivism Theory … as 21st Century Method” (2024) shows that in various settings (science, math, language), constructivist classrooms promote critical thinking, creativity, ownership of learning. ResearchGate
• “Applying Constructivist Learning Theory to Enhance Student Learning Outcomes in Elementary Schools” (Indonesia, 2024) indicates that constructivist approaches boost engagement and outcomes strongly in younger learners when activities like discussion, experimentation are used. ejournals.indoacademia-society.com

Example (Modern Classroom):

• Elementary school science: students work in groups to design their own experiments to test a hypothesis (say, about plant growth), observe results, discuss discrepancies between prediction and results, modify experiment.
• Using technology: virtual labs or simulations where students manipulate variables, test, reflect, not just see demonstration.

When & How to Apply:

• Good for project-based learning, inquiry learning, labs.
• Ensure teacher is well trained in guiding, scaffolding, asking good questions.
• Use in subjects where understanding (not just facts) matters.

Limitations & Challenges:

• Resource intensive: needs time, materials, teacher skill.
• Can be messy: students may go off-task or misconceptions may persist if not addressed.
• Difficult to standardise for large, mixed-ability classes.

 

Humanism
Focus on the whole learner: emotions, self-actualization, motivation, personal growth. Emphasizes learner voice, autonomy, and intrinsic motivation.

Recent Research / Trends:

• Post-COVID studies show increased attention to student well-being, mental health; humanistic elements (student choice, voice, emotional safety) are strong predictors of engagement and lowered burnout.
• Self-Determination Theory (Deci & Ryan etc.) continues to be tested, including in digital learning settings. Findings: autonomy, perceived competence, and social relatedness remain crucial even when learning online.

Example (Modern Classroom):

• Let students pick topics for projects that align with their interests, perhaps even determine some assessment criteria.
• In a remote class: start with check-ins about how students are doing, give space for sharing difficulties, adjust pace or workload based on emotional climate.

When & How to Apply:

• Best in learner-centred classrooms, small group settings.
• Especially in adult education, counselling, special education, or any context where motivation is key.

Limitations & Challenges:

• Hard to scale in large classes.
• Some students may prefer structure and external guidance; not everyone thrives with full autonomy.
• Measuring “growth” in humanistic terms is trickier (motivation, emotions not easily quantifiable).

 

Social Learning Theory
Learners learn by observing and imitating others; modelling behaviour + seeing consequences. Social, interactive, peer and media influence matter.

Recent Research / Trends:

• Social-Emotional Learning (SEL) research continues to show that peer modelling, teacher modelling, and observation are powerful. Programs in schools that include role models, peer mentoring improve social behaviours and academic outcomes.
• Digital/social media modelling: learners imitate influencers, video models, online peers—so content / role models online matter.

Example (Modern Classroom):

• Use peer mentors: older students model study habits, group behaviour, class presentations.
• Use video modelling: teacher or peer video showing how to approach a science experiment or solve a problem; students see correct approach, mistakes, etc.

When & How to Apply:

• In areas of behaviour, social skills, safety, manners.
• In classrooms, clubs, mentorship programmes.
• In digital teaching, carefully choose modelling resources (videos etc).

Limitations & Challenges:

• Risk of modelling incorrect behaviours; need to ensure models are appropriate.
• Students may imitate surface behaviours without understanding underlying logic.
• Dependence on observation may reduce deeper reflection unless guided.

 

Transformative Learning
Particularly for adults: learning involves reflecting on assumptions, encountering ‘disorienting dilemmas’, then changing worldview or perspectives.

Recent Research / Trends:

• “New Developments in Transformative Learning” (McClain, 2024) reviews how transformational learning is being used in contexts of climate change, political polarization, digital transitions. Learners are more frequently asked to engage in critical dialogue, reflection about values. Wiley Online Library
• Bibliometric analysis (2024) shows the literature has matured (~3400 articles till 2023) but also shows fragmentation: different definitions, varied use of components (e.g. emotional aspects, social interaction) are not uniform. Taylor & Francis Online
• Case studies: “Transformative Learning Across Disciplinary Fields” (2025) shows that in formal & non-formal education, when instruction includes critical reflection, debate, and real issues, transformative outcomes (change in perspective, behaviour) are more likely. SAGE Journals

Example (Modern Classroom / Adult Education):

• Adult workshop: participants explore case studies on social justice, are asked to share personal stories, identify assumptions, discuss biases, plan changes in their behaviour.
• University courses ask students to journal reflections on worldview, compare cultural assumptions, engage in debate or predict how their perspectives might shift after exposure to new information.

When & How to Apply:

• Especially adult education, leadership, ethics, cultural or diversity training.
• Use in non-formal education, community education, professional development.
• Needs safe space for reflection, dialogue, emotional support.

Limitations & Challenges:

• Emotional discomfort; learners may resist change.
• Hard to measure “transformation” quantitatively.
• Requires skilled facilitation, time, trust.

 

Situated Learning
Learning happens best in context—authentic tasks, communities of practice. Learners move from peripheral participation to fuller participation as they gain experience.

Recent Research / Trends:

• Workplace learning / apprenticeships continue to be validated, including in dual systems (vocational + schooling) and in remote or hybrid work settings.
• Studies show that virtual simulations or mixed reality can create “situated” contexts when real-life settings are unavailable.

Example (Modern Classroom / Training):

• In engineering or trades: students join field apprenticeships; when that’s not possible, use virtual site visits or simulations.
• In remote learning: using case-based learning that simulates real professional decisions, peer feedback, mentoring by industry experts.

When & How to Apply:

• Vocational training, internships, professional education.
• For any subject where context matters (medicine, business, art, design).

Limitations & Challenges:

• Access to authentic sites or experts may be limited.
• Simulations may approximate but not fully replicate real complexity.
• Cost, logistics can be barriers.

 

Multiple Intelligences Theory
Learners have different intelligences (linguistic, logical-mathematical, spatial, bodily, musical, interpersonal, intrapersonal, naturalistic). Teaching should address multiple paths so different learners can shine.

Recent Research / Trends:

• While Gardner’s original MI theory remains influential, recent work focuses more on differentiated instruction: designing curricula that include multiple modalities (visual, auditory, kinaesthetic). Evidence suggests when teachers incorporate multiple modalities, student engagement & understanding increases.
• Critiques and refined uses: Not all “intelligences” are equally supported by empirical testing; also risk of superficial use (“just add a song”) rather than deep adaptation.

Example (Modern Classroom):

• When teaching history: lecture + video + role-play + art project to cover same content so different intelligences are addressed.
• Use of learning stations: one station for musical learners, another for physical learners, another for interpersonal discussion, etc.

When & How to Apply:

• In mixed-ability classes, inclusive education.
• When aiming to engage more students by using different styles.

Limitations & Challenges:

• Requires more planning and resources.
• Possible dilution of depth if trying to serve all intelligences at once poorly.
• Empirical measuring of outcomes is mixed; some intelligences more easily operationalised than others.

 

Theory	Thinker(s)	Main Idea	Classroom Example	Best Use?
Behaviorism	J.B. Watson, B.F. Skinner, Ivan Pavlov	Learning is a change in behaviour shaped by external stimuli, conditioning, and reinforcement.	Teacher gives praise or points when students complete homework (positive reinforcement). Students reduce noise when the teacher switches off the lights (negative reinforcement).	Best for basic skills, rote memorisation, habit formation, behaviour management.
Cognitivism	Jean Piaget, Jerome Bruner	Learning focuses on internal processes like attention, memory, and problem-solving. Knowledge is actively processed and organised.	Teacher uses mind maps to connect Newton’s Laws with real-life examples, helping students retrieve and apply concepts.	Best for structured knowledge, problem-solving, critical thinking, exam prep.
Constructivism	Lev Vygotsky, Piaget, John Dewey	Learners actively construct knowledge by linking new learning to prior experiences; learning is social and interactive.	In group work, students build a model volcano, test eruption experiments, and explain their findings. Teacher acts as a guide, not just an informer.	Best for project-based learning, inquiry learning, group work, active classrooms.
Social Learning Theory	Albert Bandura	People learn by observing, imitating, and modelling behaviours of others. Vicarious reinforcement (seeing others rewarded) influences learning.	Students learn polite greetings by observing the teacher greet everyone respectfully each morning.	Best for teaching behaviour, social skills, teamwork, and classroom norms.
Experiential Learning	David Kolb	Learning occurs through experience, reflection, abstract thinking, and experimentation (Kolb’s cycle).	Students in a biology class go to a garden, observe plants (experience), reflect in journals, connect with textbook concepts, then design their own plant experiment.	Best for hands-on subjects, professional training, internships, labs, fieldwork.
Humanism	Carl Rogers, Abraham Maslow	Focus on the whole person: motivation, emotions, and self-actualisation. Learner-centred approach with teacher as facilitator.	Students choose their own project topics based on interests. Teacher supports emotional needs along with academic growth.	Best for personal growth, counselling, student-centred learning, motivation building.
Connectivism	George Siemens, Stephen Downes	Learning is building connections across digital networks; knowledge is distributed, not stored in one brain.	Students use YouTube, forums, and AI tools to learn coding; they share knowledge through online communities.	Best for digital-age learning, online courses, lifelong learning, and technology-rich classrooms.
Transformative Learning	Jack Mezirow	Learning happens when assumptions are questioned and learners change their perspectives through reflection.	In a sociology class, students reflect on gender roles after debates and change how they view equality.	Best for adult education, leadership programs, higher education, diversity and ethics training.
Situated Learning	Jean Lave, Etienne Wenger	Learning is situated in real-life contexts and communities of practice. Learners move from novice to expert by active participation.	Engineering students learn drafting by shadowing professionals in a factory. Apprenticeship models are classic examples.	Best for vocational training, workplace learning, apprenticeship programs.
Multiple Intelligences	Howard Gardner	Learners have diverse intelligences (linguistic, logical, spatial, bodily, musical, interpersonal, intrapersonal, naturalistic) that shape how they learn.	Teacher explains fractions using music (songs), puzzles (logic), and role-play (interpersonal) so different learners grasp the concept.	Best for differentiated teaching, inclusive classrooms, personalised learning.

Mnemonic Trick to Recall Theories in Order

“Big Clever Cats Stay Extra Happy, Clever Teachers Smile More.”

• Behaviourism
• Cognitivism
• Constructivism
• Social Learning
• Experiential
• Humanism
• Connectivism
• Transformative
• Situated
• Multiple Intelligences

 

⚡ Quick Tip: Think of these as tools in a teacher’s toolbox.

• Behaviourism = Hammer (clear, forceful change)
• Cognitivism = Map (mental structures)
• Constructivism = Blocks (building understanding)
• Social Learning = Mirror (copying others)
• Experiential = Cycle wheel (learn by doing)
• Humanism = Plant (growth)
• Connectivism = Wi-Fi router (connections)
• Transformative = Glasses (new perspective)
• Situated = Workshop (real-world practice)
• Multiple Intelligences = Orchestra (different instruments, same symphony)