Theoretical Retrospectives for Developing a Constructivist Learning Environment Model to Enhance Metacognitive Regulation in Authentic Writing

This study aims to conduct a theoretical retrospective on the development of a Constructivist Learning Environment (CLE) model. An innovative Constructivist Learning Environment (CLE) model will be developed based on the theoretical traceability to improve high school students’ metacognitive regulation in authentic writing tasks. Following Richey and Klein’s model research framework, the study is currently in the design and development phase, where a CLE is being systematically created and refined. The model integrates six theoretical foundations—psychological, pedagogical, cognitive, metacognitive, media, and technology principles—and is built around seven interconnected components: a Problem Base and Learning Mission, a Learning Resource Center, a Cognitive Tool Center, a Collaboration Center, an Enhanced Metacognitive Regulation Center, a Scaffolding Center, and a Coaching Center. Each component is designed to engage students in real-world authentic writing, providing tools and structured support to develop self-regulation, reflective thinking, and effective writing strategies. Expert input from content, media design, instructional model design, and educational evaluation informs each phase of development, ensuring the model’s rigor and relevance. Although implementation has not yet begun, the CLE model represents a pioneering approach in secondary education, bridging the gap between theoretical understanding and practical application, and equipping students with essential skills for lifelong learning and effective communication in real-world contexts.