Practice Review of Metacognitive Teaching in 16-19 Education in England

Client:             Education Endowment Foundation

Duration:        2026

Geography:     England

Solutions:   Evaluation, Research

Oxford MeasurEd has been commissioned by the Education Endowment Foundation (EEF) and the Gatsby Charitable Foundation to conduct a practice review of how metacognitive approaches to teaching and learning are understood and used across 16-19 education in England. While metacognition is widely recognised as an effective approach for supporting learning, there is currently limited evidence about how it is understood and implemented across 16-19 settings and pathways (academic, vocational and technical). 

This mixed-methods study combines a large-scale national survey with in-person visits to a sample of providers to build a clearer picture of current practice across the sector. The review will explore how teachers understand metacognitive approaches, how these approaches are used in across subjects and qualification routes, and what barriers teachers and learners may face in using them effectively. The findings will inform future EEF guidance, research, and support for metacognitive teaching in 16-19 education. 

Key Activities:

The evaluation will employ a mixed-methods design incorporating multiple data collection activities: 

• Desk-review of existing evidence on metacognitive strategies 

• A large-scale national survey with leaders and practitioners working across 16-19 settings 

• In-person visits to 16-19 settings, conducting classroom observations, interviews with leaders, and focus group discussions with practitioners 

• Integrating synthesis of evidence to identify how metacognition is understood in practice, the strategies currently being used, and key barriers and facilitators to implementation across the sector