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

➢ In some cases, initial reluctance of some of the stakeholders due to a misunderstanding of
the project's goals was overcome through targeted communication and meetings. This
engagement revealed a strong demand among VET stakeholders for integrating
sustainability into their practices, highlighting the importance of educating trainers and
teachers as a pivotal starting point.
➢ The interactions with VET institutions were highly positive, fostering relationships of
cooperation that are expected to yield future collaborations. Although the connection
between metacognition and environmental education was not initially clear, stakeholders
grew to appreciate its significance, shifting towards a focus on the philosophy of 'learning
to learn'
➢ The critical need for direct engagement with key decision-makers like Ministry of
Education and the Pedagogical Institutes is essential to effectively incorporate innovative
tools and new skills into the VET curriculum. This approach was important for advancing
the integration of digital and green skills in VET training
➢ Overall the project highlighted the universal value of and demand for integrating
metacognitive and environmental education across VET settings, with stakeholders across
Countries recognizing and embracing the potential improvements to educational practices.
3. INTERACTION WITH VET TEACHER/TRAINERS AND LEARNERS
➢ Trainer Influence: Trainers have a significant impact on their learners, capable of
influencing both positive and negative outcomes.
➢ Metacognitive Methodologies: Adoption of metacognitive methodologies equips learners
with tools to handle complex issues and enhances self-awareness regarding their learning
processes.
➢ Lasting Impact: These approaches, once embedded in the learning phases, continue to
influence learners' future educational experiences positively.
➢ Collaborative Efforts: The MET-VET project emphasized collaboration, viewing challenges
as opportunities for learning and fostering metacognitive awareness about environmental
changes.
➢ Knowledge Exchange: VET centers focused on exchanging knowledge about metacognition,
sharing best practices, and discussing effective strategies for success.
➢ Understanding Metacognition: Initial difficulties in understanding the connection between
metacognition and environmental issues resulted in lower interest among trainers,
necessitating additional mobilization efforts.
➢ Engagement and Storytelling: Interest among trainers grew through deeper discussions.
The use of storytelling to reflect on learning was found to be particularly engaging and
effective.
➢ Learner Feedback: Feedback from learners during the MOOC was highly positive, with
heightened interest in environmental topics suggesting a need for more such a content in
VET programs.
➢ Overall Satisfaction: Interactions with trainers and learners have been very satisfactory,
showing a strong interest in learning about and participating in the project.
➢ Need for Policies: There is a noted need for formal policies and strategies to support
trainers in adopting novel approaches for developing digital and green skills.
4. INTERACTION WITHIN THE PROJECT PARTNERSHIP
➢ International Collaboration: The project enabled a vibrant collaboration and exchange of
practices among partners from Poland, Italy, Greece, Cyprus, Estonia, and Germany. This
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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.