SRL & Metacognition: Implementation Guidelines Flanders

Self-regulated learning (SRL), in which metacognition plays a central role, is crucial for students’ academic achievement and motivation in both primary and secondary education. Research consistently shows that self-regulated learners achieve significantly better learning outcomes than less self-regulated learners. Despite a strong empirical foundation, there is a clear need to make evidence-informed practices and insights on effective SRL promotion more accessible. This project aims to further bridge the gap between theory and practice on metacognition and self-regulated learning in Flanders and, by extension, the Netherlands. The overall objective of the study is to develop a contextualised Flemish guide for promoting metacognition and self-regulated learning, focusing on the following key questions: (i) Which features of interventions aimed at stimulating metacognition and self-regulated learning are successful in achieving positive learning outcomes? (ii) What is the possible differential impact of interventions at the student level, for example in relation to age or SES, and within specific learning domains or subject areas? (iii) How can Flemish schools and teachers or teacher teams use a guide and supporting materials to inventory, support and promote their students’ metacognitive and SRL skills in an evidence-informed way?