Metacognition in Education: Theory, Practice and Research Perspectives on Multilingualism and Multiliteracies in Education

Target audience

Linguistics, Education, Social Sciences more generally.

Beginners level (no familiarity with “metacognition” is required).

Organizing and scientific committee

Stef Slembrouck and Kris Rutten

Faculty: Arts & Philosophy (LW) and Psychology and Educational Sciences (PPW)
Department: Linguistics (LW06) and Educational Studies (PP06

Sara Falahi (doctoral student, LW06)

Abstract

In an era of globalisation, migration, and digital transformation, multilingualism has become a defining feature of contemporary educational and institutional environments. As doctoral researchers at Ghent University engage with linguistic diversity in their work, a key challenge lies in navigating the cognitive and social dimensions of multilingual communication. The proposed workshop series is designed to address this challenge by equipping participants with metacognitive strategies which enhance their research and practice in multilingual settings. Metacognition - often described as "thinking about thinking" - refers to the ability to monitor, regulate, and adapt one’s own cognitive processes and has been established as an important paradigm in educational studies and educational psychology.

Objectives

The development of a practice-oriented research perspective on multilingualism and literacy in a learning environment rooted in “Metacognition”. 

Dates and venue

Monday through Wednesday, 24-26 November 2025

Room Camelot, 3rd Floor, Blandijn

Programme

Day 1, Monday 24 November 2025: Foundations (Raqib Chowdhury, 6hrs)

Lecture: Introduction to Metacognition:

-            definition and theoretical underpinnings

-            historical evolution of theories, key components: metacognitive knowledge, regulation, and experience

Lecture: Neuroscience of Metacognition:

-            brain mechanisms which support metacognitive processes

-            implications of neuro-education research for teaching and learning (metacognition in education)

Lecture: Metacognition and Self-Regulated Learning:

-            conceptual overlaps and distinctions

-            phases of self-regulated learning, interactive activities: the use of meta-cognitive tools to analyse learning strategies

Day 2, Tuesday 25 November 2025: The application of Metacognition in Multilingual Educational Contexts (Kris Rutten, Piet Van Avermaet and Raqib Chowdhury, 6 hrs)

Workshop 1: Metacognition and Literacy Education (Kris Rutten a.o., 2hrs)

-            metacognition and multiliteracies

-            critical literacy perspectives

Workshop 2: Metacognition and the Multilingual Environment (Piet Van Avermaet a.o., 2hrs)

-            metacognition and today’s multilingual challenges in education

-            metacognition and translanguaging

-            reflexive awareness and language policy

Reflexive dicussion (Raqib Chowdhury, 2hrs)

-            the importance of reflection in professional practice and lifelong learning

-            tools and techniques: journaling, think-alouds, and peer feedback

-            hands-on task: how to develop a reflective framework for postgraduate students

Day 3, Wednesday 26 November 2025: Metacognition and Professional Practice (Raqib Chowdhury, 6 hrs)

Design activity: Assessment in Metacognition

-            methods and tools for evaluating metacognitive awareness and skills

-            challenges in assessing metacognition in diverse contexts

-            designing an assessment rubric for metacognitive tasks

Discussion: Comparing Contexts of Metacognition

-            the cases of Australia and Belgium

-            the role of culture in shaping metacognitive approaches to teaching and learning

-            culturally responsive metacognitive pedagogies?

Capstone activity: Metacognition and Teacher Education:

-            integrating metacognitive strategies into teacher training

-            case study: Australian frameworks for metacognitive professional development;

-            creating an action plan for embedding metacognition in teaching practice

Registration

• Follow this link for the registration and waiting list. We check if you are eligible to participate. Due to limited places, we give priority to PhD students. Your registration will be confirmed by separate e-mail (outlook invite).
• Cancellation of your registration can only be performed by sending an email to doctoralschools@ugent.be.

• The no show policy applies.

Registration fee

Free of charge for Doctoral School members.

Number of participants

Maximum 15 participants

Language

English

Training method

lecturing (6 hours), workshops (4 hours), discussion (4 hours), design activity (2 hours), capstone activity (2 hours)

Evaluation method

Atendance and active participation. After successful participation, the Doctoral School Office will add this course to your curriculum of the Doctoral Training Programme in Oasis. Please note that this can take up to one to two months after completion of the course.