International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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Personality-Tuned Cognitive Load Modulation (PT-CLM): A Dynamic Energy-Gating Framework for High School Classroom Management

Author(s) Dr. Nagaraju Inti
Country India
Abstract Abstract
We propose Personality-Tuned Cognitive Load Modulation (PT-CLM), a dynamic energy-gating framework designed to optimize high school classroom management by adjusting teachers’ cognitive resource distribution according to their inherent traits and immediate situational requirements. Traditional approaches typically regard instructor personality as unchanging, while PT-CLM introduces a trait-energy mapping function to measure the psychological expenditure of classroom engagements, which supports responsive choices amid fluctuating cognitive demands. The framework integrates psychometric profiles (e.g., emotional stability, conscientiousness) with wearable biofeedback and transformer-based attention mechanisms to prioritize management strategies while respecting energy constraints. Furthermore, it functions as a federated edge-computing system, merging real-time biosignal processing with lightweight AI models to achieve low-latency responses. PT-CLM distinctively connects cognitive load theory, psychometrics, and edge AI, delivering a closed-loop approach that diminishes burnout hazards without compromising educational efficacy. Experimental assessment indicates that the system adapts interventions according to teacher energy thresholds in real time, achieving better results than static policy-based methods in both simulated and actual classroom environments. This study progresses individualized educational technology by showing how dynamic energy regulation can improve educator welfare and academic performance in classrooms.
Keywords Keywords: Emotional Stability, Cognitive Load Modulation, High School Classroom Management, Academic Performance I
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-05
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E-ISSN 2582-2160
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