Related Links
Metacognition institutionalization model in the agricultural higher education system | ||
| پژوهش مدیریت آموزش کشاورزی | ||
| Articles in Press, Accepted Manuscript, Available Online from 30 November 2025 | ||
| Document Type: Research Paper | ||
| DOI: 10.22092/jaear.2025.370947.2080 | ||
| Authors | ||
| Masoumeh Taghibaygi* 1; Masoud Baradran2; Amirhossein Alibaygi3 | ||
| 1Postdoctoral of Agricultural Education, Department of Agricultural Extension and Education, College of Agriculture & Natural Resources, Razi University, | ||
| 2Khozestan university | ||
| 3Department of Agricultural Extension and Education, College of Agricuture & Natura Resources, Razi University, Kermanshah, Iran | ||
| Abstract | ||
| The goal of the present study was to design a model for institutionalizing metacognition in Iran's higher agricultural education system utilizing using three phases of the delphi methodThe research approach was qualitative, applied in terms of purpose, and exploratoryThe research community consisted of metacognitive experts, from whom data was collected using the snowball method and chain referral with 13 individuals. A group of professionals also examined and verified the legitimacy of the surveys. The study's findings helped to establish the seven major elements of the agricultural higher education system, as well as the criteria for determining whether or not they were present. To create a model for institutionalizing metacognition in the agricultural higher education system, we must first identify each component and then identify indicators for each criterion (teacher duties with 12). 3 indicators of post-teaching activity, 18 indicators of in-teaching activity, and 3 indicators of pre-teaching activity; learning with 36 indicators of behavioral skills linked to metacognition; educational management and in-service training courses with 6 indicators of faculty empowerment and 4 indicators of attention to metacognition; educational planning with 5 performance criteria curriculum with four indicators of participatory criteria and four indicators of justification criteria; learning environment with five indicators of motivational criteria and four indicators of strategies; techniques of facilitation and interaction; evaluation methodologies using two indicators of participatory and seven indicators oThe desired model, which may be viewed as the foundation for institutionalizing the metacognition theory, was ultimately created using the derived elements, criteria, and indicators. | ||
| Keywords | ||
| Metacognition; Active learning; Self-regulation; Critical thinking; Agricultural higher education system | ||
|
Statistics Article View: 23 |
||
Journal management system. designed by sinaweb