The new generations, especially those born between the mid-1990s and today, have grown up in a digital world where information is easily accessible through search engines and social networks. They are particularly skilled at navigating this digital landscape.
However, this ease with digital tools does not necessarily translate into a good understanding of information organisation methods, which are essential in many fields, particularly in scientific disciplines
The playlist syndromeYoung people are used to mixing albums and artists in music playlists without worrying about the traditional organisation by album or genre.
This approach reflects a rather fluid way of thinking, but it can also lead to a certain disorganization. It is just as difficult to find a specific song in an unstructured playlist as it is to find a specific file in a non-hierarchical storage space.
The irruption of AI
Artificial intelligence has recently burst into our daily lives. It is increasingly used by students to carry out written assignments. If students get used to letting AI structure data for them, they risk not developing essential skills in terms of information organisation and management.
Students must practice sorting, prioritizing and connecting ideas on their own for effective long-term learning.
The same goes for the ability to write and argue by oneself, which is threatened by the systematic use of AI.
Students must learn to organise information manually
Mind maps and concept maps are particularly relevant tools for this. It is now clear that mind mapping and concept mapping help students to understand and memorize concepts better by allowing them to visualise ideas and their connections in a clear and organized way.
Teaching students to create their own idea organisation maps throughout their studies, whether for note-taking, revision or project planning, will help them to develop valuable cognitive and organizational skills that they can use in many different contexts.
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