Analysis of the Impact of Vygotsky's Collaborative Learning Theory on the Development of Group Skills

Abstract

This study examines the impact of Vygotsky's collaborative learning theory on the development of group skills among students. Vygotsky's theory emphasizes the role of social interactions and the teacher's role as a facilitator in the learning process, highlighting the importance of the Zone of Proximal Development (ZPD) in promoting effective learning. Through a descriptive analysis, the study explores how social interactions and collaborative activities within groups contribute to the enhancement of group skills such as communication, problem-solving, and conflict management. The role of the teacher in guiding and supporting students within their ZPD is also analyzed, revealing that targeted feedback and constructive support can significantly improve group dynamics and skills. The findings underscore the practical implications of using collaborative learning strategies in educational settings, suggesting that these approaches not only foster individual development but also enhance collective skills essential for success in both academic and professional environments. This study also identifies gaps in previous research and offers recommendations for future studies to explore the long-term effects of collaborative learning on group skills development.