Sustainable Education and Digital Transformation
Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction
Kinley Wangmo 1 * , Sonam Dorji 2, Yuden Yuden 1, Ngawang Jamtsho 3
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1 English Department of Jakar Higher Secondary School, Bhutan
2 Science Department of Jakar Higher Secondary School, Bhutan
3 Jakar Higher Secondary School, Bhutan
* Corresponding Author
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ARTICLE INFO

Sustainable Education and Digital Transformation, 2027 - Volume 2 Issue 2, Article No: e43897
https://doi.org/10.33902/SEDT.202643897

Article Type: Research Article

Published Online: 27 Sep 2026

Views: 613 | Downloads: 186

ABSTRACT
As secondary classrooms increasingly adopt digitally supported pedagogies, understanding how technology can scaffold writing development is essential for sustainable and learner-centered instruction. This study examined the use of digital mind mapping using MindMeister in enhancing the organization and coherence of argumentative essays among Grade 12 students. The study employed a one-group pretest - posttest design with mixed methods to examine both quantitative and qualitative outcomes. Fourteen students participated in a four-week intervention in which digital mind mapping was integrated as a structured pre-writing strategy. Quantitative data were collected through pretest and posttest essay scores and analyzed using descriptive statistics and effect size (Cohen’s d). The result indicated a significant improvement in students’ writing performance, supported by a substantial effect size. Qualitative data from semi-structured interviews and the research diary revealed improvements in thesis development, logical sequencing of ideas, argument construction, and overall coherence. Students also reported increased confidence, focus, and engagement. The findings position digital mind mapping as a form of digitally mediated pedagogical scaffolding that supports structured and student-centered learning.   The study highlights its potential as a sustainable and scalable approach to technology-supported writing instruction in secondary education. Despite limitations, the study contributes to research on digital pedagogy and writing development.
KEYWORDS
academic performance argumentative essay digital mind mapping organization and coherence writing confidence
In-text citation: (Wangmo et al., 2027)
Reference: Wangmo, K., Dorji, S., Yuden, Y., & Jamtsho, N. (2027). Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction. Sustainable Education and Digital Transformation, 2(2), e43897. https://doi.org/10.33902/SEDT.202643897
In-text citation: (1), (2), (3), etc.
Reference: Wangmo K, Dorji S, Yuden Y, Jamtsho N. Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction. Sustainable Education and Digital Transformation. 2027;2(2), e43897. https://doi.org/10.33902/SEDT.202643897
In-text citation: (1), (2), (3), etc.
Reference: Wangmo K, Dorji S, Yuden Y, Jamtsho N. Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction. Sustainable Education and Digital Transformation. 2027;2(2):e43897. https://doi.org/10.33902/SEDT.202643897
In-text citation: (Wangmo et al., 2027)
Reference: Wangmo, Kinley, Sonam Dorji, Yuden Yuden, and Ngawang Jamtsho. "Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction". Sustainable Education and Digital Transformation 2027 2 no. 2 (2027): e43897. https://doi.org/10.33902/SEDT.202643897
In-text citation: (Wangmo et al., 2027)
Reference: Wangmo, K., Dorji, S., Yuden, Y., and Jamtsho, N. (2027). Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction. Sustainable Education and Digital Transformation, 2(2), e43897. https://doi.org/10.33902/SEDT.202643897
In-text citation: (Wangmo et al., 2027)
Reference: Wangmo, Kinley et al. "Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction". Sustainable Education and Digital Transformation, vol. 2, no. 2, 2027, e43897. https://doi.org/10.33902/SEDT.202643897
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