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

Concerning the perceived usefulness of the tools developed within the MET-VET project, the 7
answers were all overwhelmingly positive. The product of the project are considered valuable
materials that enhance educational offerings and support the adoption of new practices within
VET centres, as well as empowering users (learners and teachers), contributing to their
development and success in vocational settings.

RESEARCH CONDUCTED IN CYPRUS
CONTEXT AND METHODOLOGY
No. of VET teachers/trainers 5
involved
No. of Managers of VET 3
organisations involved
Total no. of respondents 8
Profile of the respondents The VET trainers are all experienced professionals with more
than five years of experience in VET training. They work on
Secondary Education Vocational and Technical Schools in
Cyprus and they are all working in the sector of hospitality
both the theoretical and practical sector. The VET trainers
teach subjects like cooking, hotel administration, hospitality,
etc. The VET managers were the principals of two vocational
schools
Methodology adopted Phone interviews
MAIN FINDINGS
All the eight respondents answered affirmatively to the question investigating the existence of
an integration and change management strategy in their VET centres. They stated that they
have adopted strategies for the digital transition which regard the administrative aspects of
their school: all student records and teacher records where transferred to digital files and
student announcements are now send digitally instead of via hard copies.
With regards to the green transition, 2 trainers and 1 manager mentioned that the they have
adopted a series of strategies, focusing on the placement of recycle bins in strategic points at
schools and teach their learners on how to use recycled material for their training.
All the respondents answered negatively when asked if the VET centre where they work in/they
manage integrated initiatives activities to promote metacognitive skills as part of their
digitalization and/or green transition strategy. When asked about the lack of this metacognitive
elements, they think it is due to the limited knowledge of such strategies. The trainers also
added that now they know about them they can identify some strategies that they have used
in their training but they were not aware that these are classified as metacognitive strategies
and they were not implementing them in full, they just used them because they helped their
students.
All the stakeholders agreed upon the usefulness of the products created through the MET-VET
project. The positive comments highlight that the tools: enhance interactivity in the learning
process and support the digital transition while fostering green skills; enable personalized
learning and self-paced education, aiding trainers in understanding and applying metacognitive
strategies; help learners recognize their own learning styles and are valuable for developing
green skills

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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.