Evolutionary-Theoretical Analysis of Key Concept-Based Teaching Technology in Higher Technical Educational Institutions

This article investigates the challenges of optimizing students' cognitive load and systematizing the educational process amid the rapid surge of information volume in higher technical educational institutions. As a viable solution, a methodology centered on keywords is proposed. Using the subject "Automotive Design" as a case study, keywords are analyzed as tools for cognitive visualization, data compression, and as metrics for formative assessment. The study mathematically and didactically models John Sweller’s Cognitive Load Theory, providing a scientific framework for mechanisms aimed at minimizing extraneous load and enhancing the efficiency of the Return on Investment (ROI) in education.