Page 14 - t_en

MET-VET – Metacognition for
Environmental Thinking in VET
Project number:
2021-2-PL01-KA220-VET-000050783

not only interesting and motivating but also boosts creativity and gives the feeling of co-
creation.

RESEARCH CONDUCTED IN SPAIN
CONTEXT AND METHODOLOGY
No. of VET teachers/trainers involved 5
No. of Managers of VET organisations 2
involved
Total no. of respondents 7
Profile of the respondents The respondents were VET teachers and managers
with an experience ranging from 15 to 20 years.
The teachers teach subject as tourism, art and
administration. The VET Centres they belong to
are very important institutions in the Province of
Huelva.
Methodology adopted Face-to-face individual interviews conducted;
online questionnaire
MAIN FINDINGS
Six out of seven respondents answered positively to the question investigating the existence of
an integration and change management strategy in their VET centres. Indeed, in their VET
school/Centres have been adopted strategic plans outlining the objectives, timing and resource
allocation for the implementation of digital technologies and sustainable practices.
One respondent answered negatively to the question and, in his opinion, the absence of a
strategy is due to a combination of lack of understanding and lack of resources, that
demotivated to implement this kind of strategy and initiative.
Six respondents answered positively when asked if the VET centre where they work in/they
manage integrated initiatives activities to promote metacognitive skills as part of its
digitalization and/or green transition strategy. They highlighted that the implementation of the
strategy had positive results among their learners terms of: greater awareness of their own
learning process, improved self-management of learning, increase of effectiveness in the use
of digital technology, greater willingness to participate in green initiatives. The implementation
was successful even if some weak points have been identified: shortage of resources (finance
and time), limited support received by the staff in terms of preparation/training to successfully
integrate metacognitive, green and digital skills in their teaching practices; difficulties in
evaluating the impact.
All the interviewed agreed upon the willingness to integrate the products and the tools created
through the project to contribute to the promotion of environmentally sustainable practices.
In particular, they were interested in the MOOCs that could help strengthen the skills of
students and educators, improving their ability to reflect on their learning and make more
informed decisions.

RESEARCH CONDUCTED IN GERMANY
CONTEXT AND METHODOLOGY

14
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not
necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither
the European Union nor EACEA can be held responsible for them.