Epistemic cognition among law professionals and multidisciplinary public policy students

Ghada Awada

doi:10.071025/dk5dtm98

Authors

Ghada Awada Lebanese American University Author

DOI:

https://doi.org/10.071025/dk5dtm98

Keywords:

epistemic cognition, legal professionals, Critical literacy, public policy

Abstract

This study explores how university students and early-career legal professionals engage with the deeper dimensions of reading—particularly how they interpret an author’s purpose, intended audience, and background. Using epistemic cognition as its guiding framework, the research examines how readers think about the nature and construction of knowledge. This research employed a qualitative phenomenological design to explore how students and early-career legal professionals engage with the epistemic dimensions of reading. A mixed-methods design combined structured surveys with semi-structured interviews to capture both broad trends and personal insights. The study involved 48 participants (31 male, 17 female), ranging in age from 18 to 35 (M = 24.3, SD = 3.9).Survey data showed that most participants actively considered why an author wrote a text and for whom, and more than half critically reflected on the author’s credibility and potential biases. Interviews revealed moments of epistemic doubt, careful evaluation of sources, and the dynamic relationship between reader and author during interpretation. The findings suggested that reading is not a passive act of receiving information but a reflective process through which readers continually could negotiate meaning. By bringing together quantitative and qualitative perspectives, this research enriches the understanding of epistemic cognition in legal and academic contexts. It also highlights the value of cultivating critical literacy and epistemic awareness to navigate today’s complex information environment.

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