There are many descriptions of teaching programmes and their effects on learners of all ages, from pre-schoolers to adults, involving research into metacognition and self-regulated learning in different contexts (different disciplines, teaching styles, training programmes, etc.) in Europe, North America and South America, as well as in Africa and Asia. What impact do these teaching programmes have in the context of complex activities involving different cognitive components, on a range of populations including learners in general and those who have difficulties or particular needs? What means can be used to train teachers to foster metacognition and self-regulated learning? What possibilities are there for collaboration with teachers at all stages of the teaching programme, from the initial conception to its implementation? What options do the recent advances in digital technology provide in terms of teaching tools aimed at bringing people’s metacognitive and self-regulated learning processes up to date?

The development of methodologies and analytical tools for studying metacognitive and self-regulated learning processes has also been a major field of research over the last few decades. More recently, there has been mounting interest in online measuring processes, as traditional tools such as questionnaires provide important but partial information about metacognition and self-regulated learning and its variations in different contexts and situations. Studies have attempted to obtain fine grain descriptions of the self-regulation process in various situations by combining different sources of data. Research into the development of methods for studying metacognition and self-regulated learning based on a description of the tools used, the factors explored, and the means of validation applied will be welcome. This could be on the analysis of different components of metacognition and self-regulation, including cognitive, motivational, and emotional in different contexts. What have current research methods contributed, and what are their limitations? To what extent do these methods enable researchers to study the complexity of the processes? How
valid are these methods for which research questions? How has the evolution of digital tools, in particular the presence of AI in education, influenced the construction of the methods for studying metacognition and self-regulated learning?

The multidimensional nature of metacognition and self-regulated learning has encouraged the development of theoretical models to account for this complexity. Clarification of theoretical models on self-regulation, self-regulated learning and metacognition also makes it possible to respond to current issues in terms of educational policy for teaching and training. These theoretical models have attempted to describe processes as well as explain their effects. What are the recent evolutions in these models? How do these models look at the links or differences between metacognition and self-regulated learning? This theme could also include direct interactions between cognitive processes (such as executive functions) and self-regulation or metacognition. Further, how could these theoretical models be used to gain insight into the conditions necessary to increase the resilience of individuals in weakened societies? What are the links between these models and scientific developments in fields such as neuroscience? How can these models be used or adapted to different school subjects or universities?