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Article 1: Enhancing Environmental Thinking Competence in Vocational Education and Training through Metacognition

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In an era where environmental challenges loom large, cultivating Environmental Thinking Competence (ETC) among individuals becomes paramount. Vocational Education and Training (VET) institutions serve as crucial platforms for nurturing competent professionals equipped to address environmental issues effectively. However, merely imparting knowledge about environmental concerns may not suffice. It requires a deeper understanding and application of concepts, which can be facilitated through metacognition—the awareness and understanding of one’s own thought processes.

Understanding Metacognition

Metacognition refers to the ability to monitor, regulate, and evaluate one’s cognitive processes. It involves being conscious of what one knows, what one does not know, and how to regulate learning strategies effectively. This higher-order thinking skill is pivotal in facilitating meaningful learning experiences and fostering critical thinking.

Application in Environmental Thinking Competence

When applied in the context of Environmental Thinking Competence, metacognition can play a transformative role. Here is how:

  1. Reflective Thinking: Metacognition encourages individuals to reflect on their thought processes concerning environmental issues. This reflection allows them to recognize their existing knowledge gaps and misconceptions, paving the way for deeper understanding and learning.
  2. Strategic Planning: By engaging in metacognitive strategies, learners can develop effective strategies for addressing environmental challenges. They can plan and organize their approach to problem-solving, considering factors such as environmental impact assessment, sustainable resource management, and conservation strategies.
  3. Self-Regulation: Metacognition enables learners to regulate their cognitive processes concerning environmental thinking. They can monitor their comprehension, identify areas of difficulty, and employ adaptive strategies to overcome obstacles. This self-regulation fosters independence and resilience in tackling environmental issues.
  4. Critical Evaluation: Through metacognitive practices, individuals learn to critically evaluate environmental information and arguments. They develop a discerning attitude towards various perspectives, considering factors such as credibility, bias, and relevance. This skill is crucial in making informed decisions and advocating for sustainable practices.

Implementing Metacognitive Strategies in VET

Integrating metacognitive strategies into VET programs can be accomplished through various approaches:

  1. Explicit Instruction: Educators can explicitly teach metacognitive strategies, such as self-questioning, summarization, and concept mapping, within the context of environmental topics. By modeling these strategies and providing guided practice, learners can internalize and apply them autonomously.
  2. Reflective Practices: Incorporating reflective practices, such as journaling, group discussions, and peer feedback, encourages learners to articulate their thought processes regarding environmental issues. These reflections deepen understanding and promote metacognitive awareness.
  3. Problem-Based Learning: Adopting problem-based learning approaches allows learners to engage in authentic environmental challenges. Encouraging them to reflect on their problem-solving strategies and adapt their approaches fosters metacognitive development while addressing real-world issues.
  4. Collaborative Learning: Collaborative learning environments promote metacognitive discourse among peers. Through collaborative activities such as debates, case studies, and project work, learners can exchange ideas, challenge assumptions, and refine their environmental thinking skills collectively.

Metacognition serves as a powerful tool for enhancing Environmental Thinking Competence in Vocational Education and Training. By fostering reflective thinking, strategic planning, self-regulation, and critical evaluation, metacognitive practices empower individuals to become adept problem-solvers and advocates for sustainable practices. Integrating metacognitive strategies into VET programs not only equips learners with the necessary knowledge but also cultivates the cognitive agility and metacognitive awareness essential for addressing complex environmental challenges in the 21st century.

Therefore, the educational centres from Cyprus, Estonia Germany, Greece, Italy, Poland and Spain decided to develop innovative tools to instil a reflective and forward-looking green mindset in VET learners by improving their environmental metacognitive abilities. In the first phase, the Metacognition for Environmental Thinking Competence Framework shall help VET centres integrate environmental thinking into existing VET systems. It is reinforced by a massive open online course (MOOC) “Metacognition for an Environmental Approach to VET” that will help students and trainers to understand environmental reflective thinking from their own perspective. Through the Reflective Digital Story Library, learners will be able to create own metacognitive digital story to explore their experience in VET from an environmental perspective. Finally, the VET Metacognition Change Management Toolkit will support VET centres and managers to successfully integrate the tools and approaches developed within the MET VET project. Find out more here: https://met-vet.erasmus.site/.