Enhancing Metacognitive Awareness and Problem-Solving Skills Through a Systems Thinking-Based Global Environmental Issues Module

Fostering students’ metacognitive awareness and perceived problem-solving skills is critical for both academic achievement and informed decision-making in daily life. This study examines the impact of a systems thinking-based global environmental issues module on middle school students’ metacognitive awareness and perceived problem-solving skills, while exploring their views regarding the learning process. The study involved 49 seventh-grade students attending an elective environmental education course. While the control group followed the standard Ministry of National Education textbook, the experimental group engaged in activities designed with system dynamics tools. This study employed a mixed methods design. In the quantitative phase, a quasi-experimental design was employed, while the qualitative phase utilized a case study design. Quantitative data were collected through the Metacognitive Awareness Inventory for Children and the Perceived Problem-Solving Skills Scale, whereas qualitative data were obtained via semi-structured interviews. Independent samples t-tests were conducted for quantitative analysis, while descriptive analysis was applied to qualitative data. The findings revealed that the intervention activities significantly enhanced students’ metacognitive awareness and perceived problem-solving skills. The qualitative findings indicated that the activities contributed to students’ ability to develop diverse perspectives on environmental issues, understand complex cause-and-effect relationships, and transfer acquired skills to various contexts. These results highlight the potential of systems thinking in supporting higher-order cognitive skills.