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Nurfirzanah Muhamad Fadzil; Sharifah Osman – International Electronic Journal of Mathematics Education, 2025
Collaborative learning is a group learning paradigm in which individuals or students work together to solve problems or complete tasks, exemplifying the essence of collective educational efforts. There are a lot of collaborative learning methods available; however, finding one that is suitable for the complex nature of mathematical problem-solving…
Descriptors: Mathematics Instruction, Cooperative Learning, Problem Solving, Metacognition
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Anne Siri Kvia; Knut Aukland – British Journal of Religious Education, 2025
Reflexivity has become a key concept in RE. It plays a vital role in the interpretive approach and the broader contexts of hermeneutics, anthropology, and research methodology. Moreover, reflexivity is closely related to other terms like self-awareness and self-reflection. How can we conceptualise reflexivity and these related concepts? What are…
Descriptors: Religious Education, Research Reports, Metacognition, Concept Formation
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Mary L. Phan; Tyler L. Renshaw; Caleb D. Farley – Contemporary School Psychology, 2025
Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a…
Descriptors: Metacognition, Intervention, Teaching Methods, Well Being
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Michael Bonnett – Journal of Moral Education, 2025
This paper argues that a proper response to the onset of potentially catastrophic human-induced climate change requires an understanding that is both broader and deeper than that which frequently informs current policies and that focusses on technological solutions and some behaviour modification. Such a technologically orientated response is seen…
Descriptors: Moral Values, Moral Development, Climate, Environmental Education
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Yoana Omarchevska; Anouschka van Leeuwen; Tim Mainhard – Journal of Computing in Higher Education, 2025
In the flipped classroom, students engage in preparatory activities to study the course materials prior to attending teacher-guided sessions. Students' success in the flipped classroom is directly related to their preparation and students tend to change their preparation activity over time. Few studies have investigated why students change their…
Descriptors: Blended Learning, College Students, Metacognition, Learning Motivation
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Ying Ma; Hongyu Wang – Asia Pacific Education Review, 2025
In a time of intellectual and emotional overload in education, this paper offers room for breathing through a pedagogy of emptiness from a Daoist perspective. It begins by introducing the concept of Daoist emptiness through three intertwining features--generative, transcendent, and inclusive--important for rethinking pedagogy. It then moves to…
Descriptors: Teaching Methods, Educational Philosophy, Learning Processes, Religion
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Jiaoying Ji; Saifon Songsiengchai; Clinton Chidiebere Anyanwu; Nur Fauziyah – International Education Studies, 2025
This study focused on freshmen at Yunnan Normal University. The research objectives were threefold: (1) to investigate the role of self-regulatory methods in enhancing students' autonomous learning ability, (2) to study the differences between the control group and the experimental group, and (3) to determine if students are satisfied with…
Descriptors: College Freshmen, Metacognition, Foreign Countries, Independent Study
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Taneisha Vilma; Daniel A. Nuccio; Amanda M. Durik; M. Anne Britt – Psychology Learning and Teaching, 2025
Introductory psychology students need supports to read and think in a discipline-specific way when learning psychology theories. We tested the effectiveness of using a task-model steps chart to help students understand, evaluate, and use theories presented in their introductory psychology textbook and lecture videos. We randomly assigned 52…
Descriptors: Introductory Courses, Psychology, Content Area Reading, Textbooks
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Prerna Srigyan; Kim Fortun – Science & Education, 2025
Research in cultural anthropology and the interdisciplinary field of science and technology studies (STS) has demonstrated that environmental disasters are not only techno-scientifically and socio-politically complex but also epistemically complex -- involving perspectival diversity; multiple, often conflicting forms of evidence; data gaps and…
Descriptors: Case Studies, Environmental Education, Natural Disasters, Justice
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Helen Burns; Suzie Dick; Cath Keay; Anna Robb; Pamela Woolner – International Journal of Art & Design Education, 2025
This paper explores the implementation and evaluation of Imagination Agents, a mixed-methods case study, with young people aged 12-13, funded by a Royal Society of Arts Catalyst Award. The project was grounded in a flexible theory that imagination enables the necessary originality for creativity, enabling learners to construct personal…
Descriptors: Personal Autonomy, Metacognition, Creativity, Imagination
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Paul T. Sowden; Frances Warren; Marnie Seymour; Clare Martin; Anna Kauer; Ellen Spencer; Sandra Mansfield; Judy Waite – Journal of Creative Behavior, 2025
While creativity has traditionally been linked to arts education, the importance of developing the ability to think creatively across the school curriculum has grown in prominence (James et al. 2019), reflected by its inclusion in OECD PISA 2022 for the first time (OECD, 2024). Creativity enables learners to thrive in a rapidly evolving workplace,…
Descriptors: Creativity, Teaching Methods, Creative Thinking, Metacognition
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Justin Edwards; Andy Nguyen; Joni Lämsä; Marta Sobocinski; Ridwan Whitehead; Belle Dang; Anni-Sofia Roberts; Sanna Järvelä – British Journal of Educational Technology, 2025
Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite…
Descriptors: Artificial Intelligence, Computer Software, Technology Uses in Education, Metacognition
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Jennifer J. Chen; Xiaoting Liang; Jasmine C. Lin – Early Childhood Education Journal, 2025
This study investigated how children's social and emotional learning (SEL) might reflect their teachers' social and emotional teaching (SET) by means of social learning. To this end, the research team conducted 20 videotaped observation sessions of four teachers' SET and 71 children's SEL during whole-group instruction in four kindergarten…
Descriptors: Foreign Countries, Social Emotional Learning, Kindergarten, Metacognition
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Irit Sasson; Sigal Tifferet – European Journal of Education, 2025
Developing students' metacognitive awareness and self-efficacy is crucial for fostering independent learning and higher-order thinking skills, especially in research-related tasks. Despite the widespread recognition of the importance of cultivating higher-order thinking skills in higher education, there remains a significant gap in our…
Descriptors: Undergraduate Students, Student Centered Learning, Intervention, Metacognition
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Erdem Onan; Arif Onan; Ezgi Ozgun; Semra Gundogdu; Hicran Bektas; Anique B. H. de Bruin – Applied Cognitive Psychology, 2025
Health professions educators are increasingly encouraged to implement "desirable difficulties" in their instruction, such as interleaved practice. In practical context, however, there is limited empirical evidence regarding the (meta)cognitive benefits of desirable difficulties, and interleaved practice in particular, posing a challenge…
Descriptors: Clinical Diagnosis, Diagnostic Tests, Medical Services, Equipment
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