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6. LESSONS LEARNED FROM THE MET-AE PROJECT

This section shares lessons learned from the partnership through the project of the Met-AE and
aims to support the integration of metacognition into adult education.

6.1 DANMAR COMPUTERS SP ZOO (POLAND)

Throughout the project lifetime, we gained valuable insights and learned important lessons. One
key insight revolves around the need for customized and adaptive approaches to metacognitive

training. We discovered that adult learners have diverse cognitive profiles and learning styles, which
need personalized strategies to effectively embed metacognition into their educational
experiences. Another lesson learned is the importance of ongoing support and resources. Moreover,
the sustained integration of metacognition into adult education requires continuous professional
development for educators, ensuring they possess the skills and knowledge to foster metacognitive
practices in their teaching methods. Furthermore, through the Met-AE project we also learned
about the importance of collaboration between educational institutions, policymakers, and
practitioners. Aligning goals, sharing best practices, and collectively addressing challenges leads to
a more holistic and effective integration of metacognition into adult education. In summary, the
project has emphasized the need for tailored approaches, continuous support and collaborative

efforts to successfully incorporate metacognition into adult education.

6.2 E&D KNOWLEDGE CONSULTING, LDA (PORTUGAL)
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Participation in the Meta-skills project has in the first place highlighted a highly limited recognition
and understanding of meta-skills among educators and learners. Only a short number of meta-
skills, as maintaining focus and motivation are generally recognised and integrated in educational
pathways in our target audience. That shows critical need for adult educators to educate
themselves regarding those skills and strategies to effectively transfer them to learners for

ensuring effective life-long learning among them in increasingly digital learning environment.

Our experience in this project showed that the concept of meta-skills is rarely known. But
educators as well as learners when introduced to the skills itself easily recognise their relevance
and potential for improving their learning performance, as well as overcoming some of their
learning difficulties in the process. However, in the group of the low-skilled adult learners’ interest
in these skills is realistic when presented in the categories of how to translate them into practical
application in the job market rather than just factors facilitating learning. Hence the key takeaways

for AE sector include:

1. Increase effective learning among your target group by learning and disseminating
metacognitive skills among adult learners, but do not focus on the concept itself, but
on practical skills when communicate with your target group.
2. Show learners how can they translate the skills into employability – especially securing
a job or promotion, to spark their interest.