METACOGNITIVE STRATEGIES FOR READING SCIENTIFIC AND SUSTAINABILITY-RELATED CONTENT IN DIGITAL AND PRINT MEDIA

The reading medium - digital or print – Impacts university students’ use of metacognitive strategies when engaging with sustainability- and science-themed content. The research aims to identify commonly applied strategies and examine how the medium affects their application and comprehension of environmental topics. Seventy students participated in the study, divided into two groups based on their reading medium. Data collection included the Metacognitive Reading Strategies Questionnaire (MRSQ) and a comprehension test focused on sustainability-themed content that incorporated scientific elements, followed by qualitative group discussions. Results indicate that print media foster deeper understanding through reflective strategies, while digital media support selective and rapid reading, providing broader contextual insights but often resulting in more superficial comprehension. These findings highlight the need to adapt curricula to incorporate both sustainability and scientific content in diverse media formats, fostering critical thinking, metacognitive awareness, and both environmental and science literacy. The study emphasizes the role of such adaptations in equipping students with the skills necessary to interpret scientific information, address environmental challenges, and promote sustainable development. Keywords: metacognitive strategies, reading comprehension, reading media, science literacy, sustainable content