<p>The concept-cognitive learning method based on concept fringes has been successfully applied to binary skill contexts, effectively simulating the processes of knowledge transfer and forgetting. However, binary models ignore the ubiquitous phenomenon of “partial mastery,” thereby limiting the accuracy of knowledge assessment. Therefore, extending the concept fringe to the currently popular fuzzy skill context to address these issues holds significant research value. To this end, this paper extends the concept-cognitive learning method based on concept fringes to the fuzzy disjunctive model. First, the outer fringe (representing knowledge transfer and the zone of proximal development) and the inner fringe (representing knowledge consolidation and the forgetting zone) of the problem-oriented fuzzy formal concept (PO-fuzzy concept) are defined. Next, the Jaccard and Hamming similarity coefficients are utilized to identify the problems and skills most likely to undergo knowledge transfer and forgetting. Then, a case study illustrates that the cognitive learning results of this method can be used to guide subsequent recommended learning and consolidation learning. Finally, experimental results on the tested datasets indicate that the proposed method yields favorable performance on multiple comprehensive metrics while avoiding the construction of the full concept lattice, thereby reducing the running time in these contexts.</p>