A Study on the Cognitive Characteristics of Educational Management Strategies: An Empirical Investigation Based on Cognitive Styles

Purpose: This study investigates the generational characteristics of cognitive styles among Chinese post-2000 university students and develops evidence-based educational management strategies aligned with their cognitive profiles. Methodology: Employing a mixed-methods explanatory sequential design, we surveyed 551 undergraduate students from Jiangsu University using the Verbalizer-Visualizer Questionnaire (VVQ) and the Embedded Figures Test (EFT). Quantitative data were analyzed via ANOVA and independent t-tests, complemented by semi-structured interviews with 4 students and 6 faculty members. Findings: Post-2000 students demonstrated distinct generational patterns: 61.3% exhibited field-independent (FI) styles (vs. 38.7% field-dependent), and 59.7% showed visualizer preferences (vs. 40.3% verbalizers). Notably, female students scored significantly higher on FI dimensions than males (p < .01), reversing traditional gender patterns. Only children also demonstrated significantly higher FI scores (p < .01). The dominant cognitive profile was visualizer-FI (37.0%), contrasting sharply with previous generations. Current educational management practices inadequately address these cognitive diversities. Practical Implications: A three-tiered management framework is proposed at institutional, faculty, and individual levels, emphasizing cognitive style assessment, differentiated instruction, and self-regulated learning support. Originality/Value: This first large-scale study on post-2000 generation cognitive styles challenges existing typologies and provides a theoretical foundation for precision education management in the digital era.