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

PART E- Lessons learned from stakeholders and the
consortium during the MET-VET project

Throughout the “MET-VET” project lifetime, the partners recorded and recollected the lessons learned
step-by-step, with the aim to offer valuable insights that can enhance the success of future projects.

This section offers an overview of the main lesson learned during the implementation of the project,
focusing on four main areas:

1. Topics and Contents
2. Interaction with VET Institutions and stakeholders
3. Interaction with VET teacher/trainers and learners
4. Interaction within the project partnership

The key insights are reported in the following tables:

1. TOPICS AND CONTENTS
➢ The MET-VET project has highlighted a general lack of awareness and understanding of
metacognition among educators and learners
➢ Although the concept of metacognition is initially unfamiliar to many, both trainers and
learners quickly recognize its relevance and potential for improving learning outcomes and
overcoming educational challenges
➢ There is an observed need for more robust integration of metacognitive strategies in the
VET systems, particularly to enhance green skills and facilitate digital transitions
➢ The project facilitated a deeper understanding and practical application of metacognitive
skills in various settings: the project underscored the powerful effect of metacognitive
skills on both personal and professional development and was crucial in revealing the
transformative potential of metacognition, as educators and learners became aware of its
importance and applicability.
➢ The link between metacognition and environmental thinking was initially abstract.
However, through extensive research and collaboration, the project results were
developed making the concepts more tangible and changing the way environmental issues
are perceived and taught
➢ The project emphasized the importance of higher-level thinking and the recognition of
internal cognitive processes in addressing and adapting to environmental challenges,
ultimately fostering sustainable behaviour and improved educational practices across
different European Countries.
2. INTERACTION WITH VET INSTITUTIONS AND STAKEHOLDERS
➢ The majority of Stakeholders and VET institutions showed considerable enthusiasm since
the project start. They were not only keen on observing the development of the project's
results but were actively involved in co-creating and testing them. Their willingness to
participate at different stages facilitated seamless integration and application of the
project's outputs.

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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.