Metacognition and Self-Regulated Learning in Diverse Educational Contexts

Dear Colleagues,

We are pleased to announce a call for papers for a Special Issue of Journal of Intelligence focused focusing on metacognition and self-regulated learning (SRL) across diverse educational contexts. This issue aims to bring together high-quality empirical and theoretical contributions that examine how these essential cognitive and regulatory processes develop and are supported among a wide range of learners and educators, including students at any level of education, pre-service teachers, in-service teachers, and academic lecturers. The issue also welcomes studies that focus on diverse populations (e.g., gifted students, twice-exceptional (2E) learners, students with learning disabilities) recognizing the value of understanding SRL and metacognition across varied cognitive profiles.

As the educational landscape evolves, the ability to reflect, monitor, and manage one’s learning is critical for both learners and educators. These processes are increasingly influenced by the learning environments, both technological (e.g., AI, VR/AR) and physical (e.g., flexible, hybrid spaces) that support metacognitive development and self-regulation.

This Special Issue encourages interdisciplinary perspectives, including contributions from education, psychology, neuroscience, learning sciences, and educational technology, to deepen our understanding of metacognition and SRL across contexts and populations.

Topics of interest include the following:

• Development and assessment of metacognition and SRL in students at all educational levels;
• Metacognitive processes and SRL in higher education students;
• Metacognition and self-regulation among pre-service and in-service teachers;
• Metacognitive processes and SRL processes among diverse populations;
• Neuroscientific insights into Metacognition and SRL: executive function, brain mechanisms, and implications for teaching;
• Impact of technology-enhanced learning environments (e.g., VR, AI) on metacognitive and self-regulatory processes;
• Influence of physical and hybrid learning environments on Metacognition and SRL;
• Instructional design, assessment methods, and interventions that support SRL across educational levels and populations.

Dr. Shirley Miedijensky
Prof. Zmira Mevarech
Dr. Ágnes Bálint
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• metacognition
• self-regulated learning
• gifted education
• diverse learners
• primary education
• secondary education
• higher education
• pre-service teachers
• in-service teachers
• neuroscience of learning
• educational technology
• virtual reality
• artificial intelligence
• learning environments
• cognitive and emotional regulation