According to this view, learning occurs first at the social level (between people) and then at the individual level (within the individual). That is, concepts arise in the process of interaction with other people and are subsequently included in the cognitive structure of a person. Zone of proximal development (ZPD): one of the most important concepts of the theory. It makes the difference between what a student can do on their own and what they can achieve with the help of a more experienced person (such as a teacher or peer). This area is a “field of opportunity” where educational intervention is effective and appropriate. Support: temporary support provided by a teacher or others to a student in the proximal development area, which gradually decreases until the student is able to complete the task independently. Social interaction and shared meaning: learning takes place through dialogue and sharing of experiences, as the individual forms their understanding through active participation with others in real-life situations. Fundamental difference from other theories: Unlike Piaget, who believes that mental development precedes learning, Vygotsky believes that learning stimulates growth. It does not focus on fixed age stages, but on the cultural and social environment as a guiding factor in mental development. Particular importance is attached to cultural tools (especially language) in the construction of thinking.