PROMOTING THE DEVELOPMENT OF TEACHERS' AND STUDENTS' METACOGNITIVE AND THEORY OF MIND SKILLS

The Erasmus+ project PRO-ME-ToM was initiated to address several critical needs in the educational sector. Firstly, there was a necessity to enhance students' metacognitive skills, which involve their ability to think about their own thinking processes, including planning, monitoring, and evaluating their learning strategies. Additionally, improving students' Theory of Mind (ToM) skills, crucial for understanding and predicting others' mental states, was essential for fostering better social interactions and empathy. The project aimed to address significant gaps in teacher training, as many educators lacked the necessary training to develop these skills in their students. There was also a shortage of practical tools and resources for teachers. The rapid changes in knowledge and societal needs underscored the importance of equipping teachers and students with the ability to continuously adapt. By encouraging reflective and critical thinking, the project sought to create individuals who can analyse their own learning processes and understand others' perspectives, ensuring a sustainable impact on educational practices and outcomes.

The PRO-ME-ToM project, aimed to enhance students' metacognitive and Theory of Mind (ToM) skills. These skills help students think about their own thinking, plan, monitor, and evaluate their learning, and understand others' mental states, improving social interactions and empathy. The project also addressed gaps in teacher training by providing comprehensive programs to equip teachers with the skills to develop these abilities in students. It aimed to create practical tools and resources for classroom use, fostering a mindset of lifelong learning and reflective thinking. By achieving these objectives, the project sought to create a sustainable impact on educational practices and outcomes, benefiting the broader educational community.

The PRO-ME-ToM project implemented several key activities to achieve its objectives. Firstly, a comprehensive literature review was conducted to identify best practices and develop assessment tools for metacognitive and Theory of Mind (ToM) skills. These tools were then validated through pilot testing. A 12-week training program was designed and implemented for primary and secondary school teachers, focusing on enhancing their metacognitive and ToM awareness. This included pre-tests, post-tests, and follow-up assessments to measure the effectiveness of the training. Additionally, the project involved the creation of an interactive online platform for continuous support and collaboration among teachers. Dissemination activities included developing a project website, social media presence, newsletters, and organising conferences and workshops to share findings and resources. An educational booklet was also produced to provide practical guidance for teachers..

The PRO-ME-ToM project yielded significant concrete outputs and results, including the development of reliable and validated assessment tools for metacognitive and Theory of Mind (ToM) skills, and the implementation of a comprehensive 12-week training program for 300 primary and secondary school teachers across five countries. Approximately 7,500 students benefited from the intervention, showing notable improvements in their metacognitive and ToM abilities. The project also produced an educational booklet, created an interactive online platform for continuous support, and maintained active dissemination through a project webpage, social media, international conferences, and publications in Scopus-indexed journals. These efforts ensured the project's findings and methodologies were widely shared, promoting effective educational practices and fostering collaboration. The project's resources will remain accessible through open access platforms, the Erasmus+ Project Results platform, and the project's website, ensuring long-term sustainability and impact.