Developing an evaluation instrument for metacognitive-based lessons in mathematics within sustainable and digital learning contexts: Scoping review

This study examined recent trends in metacognitive research in mathematics education and developed an evaluation instrument for evaluating metacognitive-based lessons within digitally mediated and sustainable learning environments. Grounded in the need to strengthen the integration of metacognitive strategies in contemporary classroom instruction, the study addressed gaps in both research synthesis and instructional assessment. A scoping review design guided by PRISMA-ScR protocols was employed to systematically identify, screen, and analyze relevant literature published between 2020 and 2025. Academic databases including ERIC, Scopus, Web of Science, Google Scholar, and Education Source were utilized. From an initial 147 records, 20 studies were selected after duplicate removal and eligibility screening. Data analysis involved descriptive statistics to determine the frequency and distribution of study types (foundational, empirical, and experimental), and thematic analysis to identify instructional practices aligned with the metacognitive processes of planning, monitoring, evaluating, and reflection. The results revealed that empirical studies were most prevalent, followed by experimental and foundational studies, indicating a strong emphasis on classroom-based and practice-oriented applications of metacognitive strategies. Frequently identified approaches included think-aloud protocols, self-regulated learning, cooperative learning, and KWL strategies. Instructional practices consistently embedded metacognitive components through structured lesson objectives, guided digital and collaborative activities, and reflective tasks, reinforcing the roles of teachers as facilitators and learners as active, self-regulated participants in technology-enhanced environments. The findings highlight the need for an evaluation instrument for metacognitive-based lessons that support sustainable and equitable mathematics instruction in digitally transforming educational contexts, contributing to evidence-based pedagogy, curriculum innovation, and the advancement of quality education in line with global goals for sustainable development.