Abstract
<jats:p>This thesis substantiates a cognitive-framework-based model for early risk identification and prioritization in educational innovation projects. The approach links project context, stakeholder expectations, and sources of uncertainty through a cognitive map and evaluates risk signals via a criteria-driven indicator system. Conceptual modeling, expert judgment, and structured indicators are applied. Scientific novelty lies in an integrated assessment mechanism that operationalizes risks through semantic-cognitive features, improving explainability and decision usefulness for project governance. </jats:p>
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Keywords
thesis
substantiates
cognitiveframeworkbased
model
early