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The Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness

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Title: The Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness
Language: English
Authors: Ling Pan, Yuan-Cheng Chang (ORCID 0000-0002-4997-5111)
Source: European Journal of Education. 2025 60(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Career and Technical Education, Career and Technical Education Teachers, College Faculty, Higher Education, Curriculum Development, Foreign Countries, Management Systems, Metacognition, Sustainability
Geographic Terms: China
DOI: 10.1111/ejed.12897
ISSN: 0141-8211
1465-3435
Abstract: Due to the rapid changes occurring in the social and ecological environment, students' sustainable consciousness has become an important issue. This study explored the impact of higher vocational college teachers' course management and students' metacognition on sustainable consciousness by taking higher vocational college students in Hainan, China, as the research participants. Four hundred and eighty-four higher vocational college students were surveyed, and the research model was tested using structural equation modelling. The results showed that teachers' course management can enhance students' metacognition, and this improvement in metacognition can also contribute to the development of sustainable consciousness; thus, teachers' course management can help students improve their sustainable consciousness by improving their metacognition. Therefore, teachers' course management is essential to developing students' metacognition and sustainable consciousness. The research results also found that students' metacognition significantly impacts sustainability awareness, so attention must be paid to cultivating students' metacognition.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461304
Database: ERIC
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  Value: <anid>AN0183654385;eje01mar.25;2025Mar17.06:27;v2.2.500</anid> <title id="AN0183654385-1">The Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness </title> <p>Due to the rapid changes occurring in the social and ecological environment, students' sustainable consciousness has become an important issue. This study explored the impact of higher vocational college teachers' course management and students' metacognition on sustainable consciousness by taking higher vocational college students in Hainan, China, as the research participants. Four hundred and eighty‐four higher vocational college students were surveyed, and the research model was tested using structural equation modelling. The results showed that teachers' course management can enhance students' metacognition, and this improvement in metacognition can also contribute to the development of sustainable consciousness; thus, teachers' course management can help students improve their sustainable consciousness by improving their metacognition. Therefore, teachers' course management is essential to developing students' metacognition and sustainable consciousness. The research results also found that students' metacognition significantly impacts sustainability awareness, so attention must be paid to cultivating students' metacognition.</p> <p>Keywords: course management; metacognition; psychology; sustainable consciousness; teachers</p> <hd id="AN0183654385-2">Introduction</hd> <p>In response to rapidly occurring human and ecological changes, such as climate change, societies must enhance the resilience of their social‐ecological systems (Chapin III, Kofinas, and Folke [<reflink idref="bib9" id="ref1">9</reflink>]). Individuals in modern societies are facing increasing complexity and uncertainty, increasing individualisation and social diversity, expanding economic and cultural unity, the degradation of the ecosystem services on which they depend and increased vulnerability and exposure to natural and technological hazards (UNESCO [<reflink idref="bib65" id="ref2">65</reflink>]). Starting in 2015, the further development and dissemination of the results of the United Nations Decade was made an explicit goal of the global action plan (GAP), 'to allow everyone to acquire the knowledge, skills, values, and attitudes that empower them to contribute to sustainable development' (UNESCO [<reflink idref="bib64" id="ref3">64</reflink>], 14). In response to these complex challenges and current and future uncertainties, among the priorities of the United Nations sustainable development goals (SDGs), SDG4 was developed to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all' (UNESCO [<reflink idref="bib66" id="ref4">66</reflink>]).</p> <p>Moreover, while the Ecological Society of America's Earth Stewardship Initiative calls on ecologists and eco‐educators to illuminate the science necessary to enhance resilience and shape socioecological change (Chapin III et al. [<reflink idref="bib10" id="ref5">10</reflink>]), teachers specifically call for developing students' thinking skills to help them use ecological knowledge for positive action as we strive to create learning environments that enable global citizens to effectively respond to these unprecedented global changes (Spellman et al. [<reflink idref="bib58" id="ref6">58</reflink>]).</p> <p>González‐Salamanca, Agudelo, and Salinas ([<reflink idref="bib29" id="ref7">29</reflink>]) argue that the SDGs address these significant global challenges by promoting comprehensive education for sustainable development (ESD) and education for global citizenship (EGC) to develop 21st‐century skills. The concept of sustainable development (SD) emerged and was defined for the first time in 1987 as a development model that 'meets the needs of the present without compromising the ability of future generations to meet their own needs' (Brundtland [<reflink idref="bib7" id="ref8">7</reflink>], 16). ESD is a holistic, transformative education that focuses on content and learning outcomes, pedagogy and the learning environment, and acknowledges that citizens need knowledge, skills, values and attitudes that enable them to cooperate in sustainable development (Lozano et al. [<reflink idref="bib40" id="ref9">40</reflink>]). ESD requires a transformative, action‐oriented pedagogy that promotes self‐directed learning, participation, collaboration, problem‐solving, interdisciplinarity and transdisciplinarity and links formal and informal learning. Only these teaching methods can develop the critical competencies necessary to promote sustainable development in the 21st century (Lozano et al. [<reflink idref="bib40" id="ref10">40</reflink>]).</p> <p>González‐Salamanca, Agudelo, and Salinas ([<reflink idref="bib29" id="ref11">29</reflink>]) report that sustainability has been identified by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), Organisation for Economic Co‐operation and Development (OECD) and others as a 21st‐century skill. ESD in higher education is action‐oriented, links formal and informal learning, supports self‐directed learning, is participatory and collaborative, and employs transformative pedagogy. Tejedor, Sánchez‐Carracedo, and Segalàs ([<reflink idref="bib61" id="ref12">61</reflink>]) also point out that ESD is essential for human beings to overcome the significant challenges faced as a result of human behaviour towards nature and is a valuable tool for raising awareness of sustainability and sustainable behaviours (Gulzar et al. [<reflink idref="bib31" id="ref13">31</reflink>]). College experiences can help students become agents of change for sustainable development, and lifelong learning can also contribute to acquiring sustainable development capabilities. The successful implementation of ESD in curriculum and school practice depends mainly on teachers' competence and commitment to sustainability (Barth et al. [<reflink idref="bib3" id="ref14">3</reflink>]). In order to enhance their reflective and metacognitive abilities, students should be provided with theoretical material and pedagogical guidance to acquire sustainability competencies and ethical thinking (Vesala‐Varttala et al. [<reflink idref="bib69" id="ref15">69</reflink>]).</p> <p>Furthermore, education provides opportunities for learning to increase the benefits and consciousness of sustainable learning and develop a comprehensive curriculum framework that is more relevant to learners (Fleacă, Fleacă, and Maiduc [<reflink idref="bib20" id="ref16">20</reflink>]). Schools should support learners to develop critical thinking through practical examples, including climate change, biodiversity and sustainability issues, and provide active partnerships with businesses for hands‐on opportunities to observe and care for nature, conserve resources, and restore, reuse and recycle to understand the importance of protecting sustainable natural lifestyles, climate‐neutral economies and just societies (European Commission [<reflink idref="bib18" id="ref17">18</reflink>]; 11 final).</p> <p>The study by Gulzar et al. ([<reflink idref="bib31" id="ref18">31</reflink>]) reveals that sustainability awareness is gaining increasing attention, demonstrating that sustainability consciousness (SC) is a key determinant of the successful implementation of sustainable development initiatives. Mammadova ([<reflink idref="bib43" id="ref19">43</reflink>]) recommends involving local communities and governments in the education process. Integrated courses can be co‐designed with these actors to increase students' awareness and knowledge of regional sustainable development and promote biodiversity and sustainability science, sustainability education and capacity development. As experience increases, students significantly broaden their understanding of sustainable relationships between people and the environment through in‐depth analysis at community and global levels. Moreover, higher vocational colleges mainly cultivate students' practical professional skills and help their future employment and entrepreneurship. Therefore, if students have sustainability awareness, they can apply it to practical professional skills and future work, contributing to sustainable development of great significance.</p> <hd id="AN0183654385-3">Metacognition and Sustainability Awareness</hd> <p>The ability to view environmental problems in the context of socioecological systems includes several aspects, such as considering the social and ecological aspects of a problem and how they interact (Meadows [<reflink idref="bib45" id="ref20">45</reflink>]; Crawford and Jordan [<reflink idref="bib11" id="ref21">11</reflink>]), thinking about future events or future desires and ecological states and anticipating the consequences of current actions is an important skill (Tidball and Krasny [<reflink idref="bib62" id="ref22">62</reflink>]).</p> <p>Metacognition refers to an individual's awareness of one's cognitive processes (Akturk and Sahin [<reflink idref="bib2" id="ref23">2</reflink>]), an awareness of one's ability to monitor, regulate and control one's learning activities (Swanson [<reflink idref="bib59" id="ref24">59</reflink>]), and encompasses a complex set of cognitive processes such as self‐awareness, self‐monitoring, self‐evaluation, self‐regulation and self‐transfer of cognition (Drigas, Mitsea, and Skianis [<reflink idref="bib14" id="ref25">14</reflink>]; Willison et al. [<reflink idref="bib74" id="ref26">74</reflink>]). Metacognition, or the knowledge and ability to regulate one's thinking, is a required learning method to help improve resilient thinking skills (Spellman [<reflink idref="bib57" id="ref27">57</reflink>]; Spellman et al. [<reflink idref="bib58" id="ref28">58</reflink>]). Metacognition represents a category of 21st‐century skills (Geisinger [<reflink idref="bib22" id="ref29">22</reflink>]).</p> <p>Metacognition includes: (<reflink idref="bib1" id="ref30">1</reflink>) personal knowledge or representations of how a person thinks and learns from others or tasks, goals and activities, and (<reflink idref="bib2" id="ref31">2</reflink>) the knowledge and use of specific skills and strategies to accomplish or learn something. Metacognition makes possible the 'analysis of one's intellectual functioning', and it must also involve the internalisation of the steps taken to solve the problem, gradually shifting the eye of evaluation from external criticism (teacher) to self‐criticism (Grangeat and Meirieu [<reflink idref="bib30" id="ref32">30</reflink>]); that is, the development of metacognitive students (Portelance [<reflink idref="bib52" id="ref33">52</reflink>]). It is the ability of individuals to adapt their strategies and approaches based on continuous feedback and assessment (Drigas, Mitsea, and Skianis [<reflink idref="bib14" id="ref34">14</reflink>]) and to transfer learned knowledge and skills to new situations, demonstrating a deep understanding of the cognitive processes involved (Willison et al. [<reflink idref="bib74" id="ref35">74</reflink>]).</p> <p>Modern societies have experienced rapid growth in the amount of information that must be dealt with in order to maintain the progress and sustainability of scientific and educational development and improve students' metacognition (i.e., thinking about how to advance their cognitive behaviour and understanding how they learn). Developing metacognitive awareness is important because it can help learners become more sensitive and autonomous, and it is considered the most effective way to acquire knowledge (Makarova, Makarova, and Varaksa [<reflink idref="bib42" id="ref36">42</reflink>]).</p> <p>Metacognition can compensate for a lack of appropriate domain knowledge as metacognitive awareness allows one to recognise limited domains of understanding, adjust working assumptions, monitor thinking and revisit earlier interpretations (Kim and Jeeheon [<reflink idref="bib37" id="ref37">37</reflink>]), with the primary goal of reflecting on one's own cognitive processes. It can enable students to become more involved and autonomous, bolstering their ability to improve, be responsible and take action (Gey et al. [<reflink idref="bib25" id="ref38">25</reflink>]). When these learners revisit previous explanations, their thinking can quickly adapt to the environment (Kim and Jeeheon [<reflink idref="bib37" id="ref39">37</reflink>]). Schraw, Crippen, and Hartley ([<reflink idref="bib54" id="ref40">54</reflink>]) also argue that teaching strategies for metacognition promote learning more than teaching content knowledge because students can practise learning how to learn rather than just accumulating facts.</p> <p>Sustainable consciousness is the experience or consciousness of sustainable phenomena, including personal experience and views (Gericke et al. [<reflink idref="bib24" id="ref41">24</reflink>]). It is often associated with an individual's knowledge, attitudes and behaviours in environmental, social and economic contexts (Olsson [<reflink idref="bib50" id="ref42">50</reflink>]; Ogishima et al. [<reflink idref="bib49" id="ref43">49</reflink>]). The primary goal of metacognition is to reflect on one's cognitive processes (Gey et al. [<reflink idref="bib25" id="ref44">25</reflink>]). Developing an individual's metacognitive skills is essential for sustainable development in current learning, research and beyond (Geitz and de Geus [<reflink idref="bib23" id="ref45">23</reflink>]). Some scholars have conducted in‐depth research on metacognition for sustainability awareness and proposed that students' metacognition assists in improving their sustainable consciousness (Spellman et al. [<reflink idref="bib58" id="ref46">58</reflink>]; Zafar and Rasheed [<reflink idref="bib75" id="ref47">75</reflink>]). According to Zafar and Rasheed ([<reflink idref="bib75" id="ref48">75</reflink>]), metacognitive strategies improve students' self‐regulation, cognitive self‐awareness and study skills and help students better self‐monitoring and self‐regulation during the learning process, thus promoting sustainable learning skills among secondary school students. Spellman et al. ([<reflink idref="bib58" id="ref49">58</reflink>]) argued that metacognitive learning strategies increased the impact on students' resilient thinking and socio‐ecological problem‐solving skills and recommended the implementation of metacognitive pedagogical practices for students to improve their generalisation in resilient thinking skills and student competency levels.</p> <p>Although scholars in previous studies have not explored the direct association between metacognition and sustainability awareness, evidence in the above literature suggests that metacognition may contribute to students' sustainability and that sustainability awareness is one of the essential factors required for the effective implementation of sustainable development (Agbedahin [<reflink idref="bib1" id="ref50">1</reflink>]). Therefore, this study sought to explore whether metacognition among college students in Chinese vocational institutions contributes to their sustainability awareness. The first research hypothesis is as follows:</p> <hd id="AN0183654385-4">1 Hypothesis</hd> <p> <emph>Students' metacognition has a positive impact on sustainable consciousness</emph>.</p> <hd id="AN0183654385-5">Course Management, Metacognition and Sustainability Consciousness</hd> <p>A concept closely related to ESD and GCED is sustainability pedagogy (Wals and Dillon [<reflink idref="bib70" id="ref51">70</reflink>]). This concept should be mentioned in the current discourse on education and learning in the context of socioecological sustainability and sustainable development. Teaching sustainable development issues is challenging because it involves knowledge from multiple disciplines, and the competencies students need to meet the challenges of the 21st century are intersectional (González‐Salamanca, Agudelo, and Salinas [<reflink idref="bib29" id="ref52">29</reflink>]). Dutrévis and Rastoldo ([<reflink idref="bib17" id="ref53">17</reflink>]) proposed a taxonomy of cross‐cutting competencies, including motivational and metacognitive, relational and affective competencies. Moreover, some cognitive abilities that express themselves well in various disciplines (Pellaud et al. [<reflink idref="bib51" id="ref54">51</reflink>]), such as complex or critical thinking, self‐motivation and self‐regulation, relationship building and recognition of emotions, etc., require more than good memory and attention (Dukes et al. [<reflink idref="bib15" id="ref55">15</reflink>]). Therefore, Pellaud et al. ([<reflink idref="bib51" id="ref56">51</reflink>]) also defined three intersectional competencies: metacognitive, cognitive and socioemotional.</p> <p>Metacognitive skills are challenging to learn and perform because thinking is invisible, even to the learners (Kayashima and Inaba [<reflink idref="bib36" id="ref57">36</reflink>]). Writing activities can provide opportunities to develop metacognitive skills (Hacker, Keener, and Kircher [<reflink idref="bib32" id="ref58">32</reflink>]). Teachers can also demonstrate metacognitive monitoring during critical reading (Ogino, Hayashi, and Seta [<reflink idref="bib48" id="ref59">48</reflink>]). However, a fundamental principle must be considered to deliver successful metacognitive instruction, a fundamental principle must be considered: prolonged training leads to the sustained use of metacognitive strategies (Veenman, Van Hout‐Wolters, and Afflerbach [<reflink idref="bib68" id="ref60">68</reflink>]). From this perspective, it is more suitable for learners and experts to achieve metacognitive learning in a long‐term, sustainable manner. The suggested learning activities focus on academic paper writing (Ogino, Hayashi, and Seta [<reflink idref="bib48" id="ref61">48</reflink>]). Moreover, the integrating sustainability into different degree programme frameworks includes developing cross‐curricular learning outcomes (Gimenez‐Carbo et al. [<reflink idref="bib27" id="ref62">27</reflink>]), integrating stakeholders (Mammadova [<reflink idref="bib43" id="ref63">43</reflink>]), formatting interdisciplinary approaches (Vázquez‐Verdera et al. [<reflink idref="bib67" id="ref64">67</reflink>]), developing capabilities (Gil‐Doménech et al. [<reflink idref="bib26" id="ref65">26</reflink>]). These papers offer a wide range of possibilities for shifting education towards ESD. At the same time, the challenges of integrating ESD into higher education institutions are also highlighted.</p> <p>Fleacă, Fleacă, and Maiduc ([<reflink idref="bib20" id="ref66">20</reflink>]) focused on the continuous development of higher education to help students develop domain‐specific knowledge. Metacognitive skills have also attracted the attention of other scholars. According to Geitz and de Geus ([<reflink idref="bib23" id="ref67">23</reflink>]), education for sustainable development must focus on learning, provide students with learning strategies or skills to learn how to learn rather than overemphasising outcomes in terms of grades, and promote multilevel sustainable learning environments, with an emphasis on the fact that instructing teachers through an educational environment conducive to sustainable teaching will be more practical. Furthermore, Rico et al. ([<reflink idref="bib53" id="ref68">53</reflink>]) integrated science, technology, engineering and mathematics (STEM) and sustainability competencies and concepts related to weather, climate and pollution into the curriculum. A survey of STEM content and recommendations for postimplementation STEM and ESD satisfaction found that the teaching–learning sequence (TLS) is a transformative educational experience that promotes ESD and is associated with outdoor teaching and learning processes and metacognitive activities. Metacognitive reflection becomes more effective when teachers supplement metacognitive interventions with several other practices: (<reflink idref="bib1" id="ref69">1</reflink>) teachers should provide students with direct instruction about specific metacognitive strategies and their benefits for learning, (<reflink idref="bib2" id="ref70">2</reflink>) teachers should provide students with feedback on their metacognitive practice, (<reflink idref="bib3" id="ref71">3</reflink>) teachers should embed metacognitive instruction into content and (<reflink idref="bib4" id="ref72">4</reflink>) teachers should use metacognitive interventions over time (Zimmerman [<reflink idref="bib77" id="ref73">77</reflink>]; Dignath and Büttner [<reflink idref="bib12" id="ref74">12</reflink>]). Increasing the attention given to these practices while implementing metacognitive learning strategies may improve the intervention's impact on students' resilient thinking and socioecological problem solving (Spellman [<reflink idref="bib57" id="ref75">57</reflink>]; Spellman et al. [<reflink idref="bib58" id="ref76">58</reflink>]).</p> <p>Teachers are essential in designing curricula with sustainable development outcomes and should take appropriate pedagogical measures to improve their teaching practices, such as developing each learner's personality and competency characteristics through a better understanding of the individual, creating participatory learning environments and developing a mastery of the subjects taught (Gadušová et al. [<reflink idref="bib21" id="ref77">21</reflink>]). Teachers guide other teachers through this innovative teaching process by bringing together students' awareness and confidence, including them in the learning and assessment process, and supporting them with the teachers' expertise. Finally, these instructional strategies focus on the student and their investment in developing their self‐confidence (Gey et al. [<reflink idref="bib25" id="ref78">25</reflink>]). Tassone et al. ([<reflink idref="bib60" id="ref79">60</reflink>]) also suggested that designing courses and pedagogy can help students cope with future sustainable development challenges. Foresight, reflection, inclusiveness and responsiveness are vital competencies that should be integrated into the curriculum, while the curriculum structure of different majors is still essential. Providing interdisciplinary inquiry in the curriculum can enable students to strive to achieve the cross‐integration of disciplinary and practical knowledge, address complex interconnected challenges and redesign curricula to foster new and more responsible forms of teaching (Tassone et al. [<reflink idref="bib60" id="ref80">60</reflink>]).</p> <p>According to Fleacă, Fleacă, and Maiduc ([<reflink idref="bib20" id="ref81">20</reflink>]), education should act to provide meaningful learning opportunities in diverse settings and contexts to develop critical thinking and an understanding of the importance of sustainable lifestyles, climate‐neutral economies and equitable societies. Colleges are increasingly responsible for preparing students to be conscientious agents of change in the future through curriculum objectives, specific learning outcomes and the relevance of sustainability themes, SDG themes and pedagogical subjects. Acquiring knowledge, skills and attitudes about sustainable development and access to practical opportunities will change the status quo and improve teaching and learning. According to Bartlett, Popov, and Ruppert ([<reflink idref="bib4" id="ref82">4</reflink>]), students typically graduate with sufficient knowledge of sustainability concepts but need more will or ability to make a difference in the various institutions and communities where they work and live. Sustainability and environmental justice are taught through an ethical, relational theory of concern for self, others, environment/nature and knowledge. Developing 21st‐century skills within the education for sustainable development framework enables students to make informed choices and act responsibly to foster environmental integrity, economic viability, and a more equitable society for present and future generations (Wiek, Withycombe, and Redman [<reflink idref="bib73" id="ref83">73</reflink>]). Therefore, this study aims to explore the influence of teachers' course management on students' metacognition and sustainable consciousness and the mediating effect of students' metacognition on teachers' course management and students' sustainable consciousness.</p> <p>Therefore, the following hypotheses are proposed:</p> <hd id="AN0183654385-6">2 Hypothesis</hd> <p> <emph>Teachers' course management has a positive impact on students' metacognition</emph>.</p> <hd id="AN0183654385-7">3 Hypothesis</hd> <p> <emph>Teachers' course management has a positive impact on students' sustainable consciousness</emph>.</p> <hd id="AN0183654385-8">4 Hypothesis</hd> <p> <emph>Students' metacognition has a mediating effect between teachers' course management and students' sustainable consciousness</emph>.</p> <hd id="AN0183654385-9">Research Methods</hd> <p></p> <hd id="AN0183654385-10">Research Participants</hd> <p>The participants of this study were higher vocational college students in Hainan, China. According to the Ministry of Science and Technology of the People's Republic of China ([<reflink idref="bib46" id="ref84">46</reflink>]), Hainan Province of China is currently implementing the construction of a national demonstrative project for sustainable development that is combined with the International Research Center of Big Data for Sustainable Development Goals, which is a crucial measure to Sinicize the Sustainable Development Goals of the United Nations. Moreover, Hainan has been actively promoting sustainable development projects such as 'Ecological Province', 'Ecological Civilization Demonstration Area' and 'Beautiful New Hainan'. Therefore, students of this region have a good understanding of the concept of sustainability. Additionally, higher vocational college students are about to enter the workplace after graduation. Hence, selecting Hainan higher vocational college students as research participants is appropriate.</p> <p>This study adopted structural equation modelling (SEM) to verify the research model. While Hu and Bentler ([<reflink idref="bib35" id="ref85">35</reflink>]) indicated that a sample size of more than 250 participants might yield good results with the SEM Fit Index, Schumacker and Lomax ([<reflink idref="bib55" id="ref86">55</reflink>]) suggested SEM sample size between 200 ~ 500 was appropriate.</p> <p>This study adopted a representative sampling method. Five of 13 vocational colleges in Hainan were selected as they are rated as high‐quality schools for sustainable development, which was not only more in line with the exploration of students' sustainable consciousness the study was aiming for, but also reduced the risk of sample selection bias. One hundred questionnaires were distributed for each school, totalling 500 formal questionnaires distributed. The survey was initiated on 10 January 2023 and concluded on the 31st of the same month. First, teachers in the colleges were asked for their willingness to assist in distributing the questionnaires in their respective classes. Afterwards, the teachers were asked to explain the purpose of the study as well as the questionnaire‐filling method to the students. Only those students who had agreed to fill in the questionnaire were asked to participate. After collecting all the questionnaires and taking out 16 invalid questionnaires, a total of 484 valid questionnaires were ultimately obtained.</p> <p>All procedures performed in this study involving human participants followed the principles of the Declaration of Helsinki and its later amendments or comparable ethical standards. The author sought and got ethical approval from the Human Research Ethics Committee. The protocol number was DPUHREC 075/65NA.</p> <p>A total of 484 valid questionnaires were received, including responses from 273 males (56.4%) and 211 females (43.6%). Grade‐wise, 102 research participants were freshmen (21.1%), 125 participants were sophomores (25.8%), 133 participants were juniors (27.5%) and 124 participants were seniors (25.6%). In terms of residential location, 289 participants reside in the city (59.7%), 119 participants resided in the county (24.6%) and 76 participants reside in the countryside (15.7%).</p> <hd id="AN0183654385-11">Research Tool</hd> <p>This research aimed to explore the influence of teachers' course management on students' metacognition and sustainable awareness. The questionnaire included items measuring these variables. The responses were measured on a five‐point Likert scale, in which '1' indicated 'strongly disagree' and '5' indicated 'strongly agree'.</p> <p>The Teaching and Learning International Survey (TALIS) by OECD ([<reflink idref="bib47" id="ref87">47</reflink>]) (Organisation for Economic Co‐operation and Development) is an instrument used to conduct surveys on international teaching and learning. The teachers' course management scale was also used in this study (refer to OECD ([<reflink idref="bib47" id="ref88">47</reflink>]) Teaching and Learning International Survey (TALIS) survey report), including the 40th dimension on class planning and teaching (5 items) (e.g., 'Determining course content', 'Selecting teaching methods') and the 42nd dimension on class teaching management (15 items) (e.g., 'I set goals at the beginning of instruction', 'I have students work in small groups to come up with a joint solution to a problem or task'). With a total of 20 questions, OECD's ([<reflink idref="bib47" id="ref89">47</reflink>]) TALIS is an ongoing survey of teachers, school leaders and learning environments. The selection of the questions that involve aspects of teachers' teaching competence and students' classroom performance to measure teachers' course management, which is consistent with the purpose of this study. Wang et al. ([<reflink idref="bib71" id="ref90">71</reflink>]) referred to the OECD's TALIS survey developed to examine teachers' leadership in participating in school management and course teaching decision‐making, and the scale had good reliability and validity (internal consistency coefficient of 0.800, factor loadings in the range of 0.630–0.910). Therefore, this study used the part of the OECD's TALIS to measure teachers' course management. For the reliability analysis results, Cronbach's α = 0.976 (Cronbach's α greater than 0.7 indicating good reliability). A confirmatory factor analysis (CFA) revealed that factor loading for class planning and teaching ranged from 0.861 to 0.940, with composite reliability (CR) = 0.953 and average variance extracted (AVE) = 0.803. Factor loading for class teaching management ranged between 0.796 and 0.856, CR = 0.968 and AVE = 0.672, with good construct validity. According to a scale fit square analysis, SRMR = 0.039, <emph>χ</emph><sups>2</sups>/df = 6.765, GFI = 0.767, AGFI = 0.710, PGFI = 0.617, NFI = 0.896, IFI = 0.910, CFI = 0.910, PNFI = 0.797 and RMSEA = 0.109; thus, the scale fit was good.</p> <p>This study referred to the metacognition scale developed by Manzar et al. ([<reflink idref="bib44" id="ref91">44</reflink>]), which is divided into five items for students' meta‐memory (e.g., 'I am good at remembering conversations I had with my teachers/instructors and friends', 'I have no trouble remembering where I have put my handouts and textbooks') and four items for meta‐attention (e.g., 'I am good at concentrating during lectures, workshops and practical attachments', 'I have no trouble in keeping concentration during conversations with my professors and friends'), with nine items in two dimensions. For overall reliability, Cronbach's α = 0.897, indicating good reliability. CFA showed that the meta‐memory factor loading for meta‐memory ranged from 0.625 to 0.829, where CR = 0.854 and AVE = 0.542. Factor loading for meta‐attention ranged from 0.754 to 0.830, where CR = 0.869 and AVE = 0.624. Moreover, SRMR = 0.0314, <emph>χ</emph><sups>2</sups>/df = 3.292, GFI = 0.961, AGFI = 0.933, PGFI = 0.555, NFI = 0.962, IFI = 0.973, CFI = 0.973, PNFI = 0.695 and RMSEA = 0.069, showing good construct validity and scale fit.</p> <p>We selected 11 items from Olsson's ([<reflink idref="bib50" id="ref92">50</reflink>]) student's sustainable consciousness questionnaire, such as 'I never waste water', 'I treat everyone with the same respect, even if they have another cultural background than mine' and 'I support an aid organization or environmental group'. Here, Cronbach's <emph>α</emph> = 0.934. CFA showed that the factor loading for sustainable consciousness was between 0.604 and 0.854, where CR = 0.935 and AVE = 0.569, showing good construct validity. In addition, SRMR 0.0513, <emph>χ</emph><sups>2</sups>/df = 8.719, GFI = 0.856, AGFI = 0.784, PGFI = 0.571, NFI = 0.894, IFI = 0.905, CFI = 0.905, PNFI = 0.715 and RMSEA = 0.126, indicating a good fit.</p> <hd id="AN0183654385-12">Discriminant Validity</hd> <p>Concerning the discriminant validity test, Capron ([<reflink idref="bib8" id="ref93">8</reflink>]) pointed out that if the square root value of the latent variable AVE is greater than the correlation coefficient between it and other latent variables, this indicates that the latent variable has discriminant validity. The diagonal of Table 1 shows the square root value of each latent variable AVE (0.736, 0.790, 0.869, 0.820, 0.754). It can be seen that the square root value of each variable AVE is more significant than its correlation with other latent variables. The coefficient indicates that the discriminant validity of each latent variable is good.</p> <p>1 TABLE Discriminant validity (n  = 484).</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variable</th><th align="center">Meta‐memory</th><th align="center">Meta‐attention</th><th align="center">Class planning and teaching</th><th align="center">Class teaching management</th><th align="center">Sustainable consciousness</th></tr></thead><tbody valign="top"><tr><td align="left">Meta‐memory</td><td align="center">0.736</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Meta‐attention</td><td align="center">0.648<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.790</td><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Class planning and teaching</td><td align="center">0.337<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.367<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.896</td><td align="center" /><td align="center" /></tr><tr><td align="left">Class teaching management</td><td align="center">0.329<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.356<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.855<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.820</td><td align="center" /></tr><tr><td align="left">Sustainable consciousness</td><td align="center">0.691<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.678<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.381<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.370<xref ref-type="fn" rid="tfn1" /></td><td align="center">0.754</td></tr></tbody></table> </ephtml> </p> <p>1 *** <emph>p</emph> < 0.001.</p> <hd id="AN0183654385-13">Analytical Strategy</hd> <p>This study utilised statistical analysis to test the hypothesis through a series of steps. First, the mean, standard deviation and Pearson correlation analysis were performed. Through Pearson correlation analysis, we analysed whether a correlation existed between the variables of teachers' course management, students' metacognition and sustainable consciousness so as to perform the SEM analysis. Pearson correlation analysis can prove whether two continuous variables are related. The closer the absolute value of the correlation coefficient between the two variables is to 1, the stronger the correlation between the variables. However, a correlation coefficient greater than 0.8 may produce serious collinearity (Berry and Feldman [<reflink idref="bib5" id="ref94">5</reflink>]).</p> <p>In addition, this study aimed to explore the process of teachers' course management influencing students' sustainability awareness through metacognition. SEM as an analytical tool is based on the main variables of this study and the unique advantages of SEM, which can deal with complex research issues more effectively. The following are the key reasons for selecting SEM for this study:</p> <p></p> <ulist> <item> SEM can deal with latent variables: All the variables in this study, including teacher course management, student metacognition and sustainability awareness, are latent variables. An essential feature of SEM is its ability to deal with these latent variables and reflect them through multiple observables (measurement question items). It helps us to measure complex psychological and behavioural characteristics more accurately than relying solely on a single observed variable (Kline [<reflink idref="bib38" id="ref95">38</reflink>]).</item> <p></p> <item> SEM allows for multiple relationship modelling: SEM not only allows for simultaneous estimation of direct effects between multiple variables, but also mediating effects (i.e., how student metacognition plays a role in the relationship between faculty course management and students' sense of sustainability). Compared to traditional regression analysis, SEM allows for multiple causal paths to be processed simultaneously, which gives it a distinct advantage in testing complex mediation models (MacKinnon, [<reflink idref="bib41" id="ref96">41</reflink>] ; Hoyle, [<reflink idref="bib34" id="ref97">34</reflink>]). SEM's path analysis function can simultaneously test direct, indirect and total effects, helping researchers fully understand variable relationships in a single model.</item> <p></p> <item> SEM can validate the fitness of theoretical models: SEM allows researchers to validate the fitness of hypothesised theoretical models by evaluating whether the model matches the data through a variety of model fit indices (e.g., CFI, TLI, RMSEA) (Hu and Bentler, [<reflink idref="bib35" id="ref98">35</reflink>] ; Schumacker and Lomax [<reflink idref="bib55" id="ref99">55</reflink>]). This feature enables SEM to validate the reasonableness of theoretical assumptions through indicators, enhancing the validity and persuasiveness of research results. In contrast, traditional regression analyses typically do not provide direct information about overall model fitness and can only be assessed for individual pathways.</item> <p></p> <item> SEM can deal with measurement errors simultaneously: Measurement errors are unavoidable in practical educational and psychological research, but these errors can affect the genuine estimation of the relationship between variables. SEM can deal with measurement errors by isolating them and ensuring the estimated path coefficients are more accurate (Brown, [<reflink idref="bib6" id="ref100">6</reflink>]). It is vital in studies involving cognitive and consciousness dimensions such as student metacognition and sustainability awareness, as the measurement of these psychological variables is usually accompanied by some errors that need to be considered in the model.</item> </ulist> <p>In summary, SEM's strengths in latent variable handling ability, multiple relationship modelling, model fit validation and error handling make it particularly suitable for dealing with the complex research problem of teacher course management, student metacognition and its impact on students' sustainability awareness.</p> <p>Through the results of the SEM analysis, we can understand the impact of teachers' course management and students' metacognition on students' sustainable consciousness as well as the mediation effect of metacognition tested by adopting the bootstrapping method proposed by Shrout and Bolger ([<reflink idref="bib56" id="ref101">56</reflink>]) to elevate the correctness of the estimated value of the mediation model. With the method of resampling, the average value of the mediation effect with a 95% CI (confidence interval) can be obtained. If the 95% CI of the mediation effect does not contain 0, it means the effect has reached a significant level of <emph>p</emph> < 0.05 (Shrout and Bolger [<reflink idref="bib56" id="ref102">56</reflink>]).</p> <hd id="AN0183654385-14">Research Results</hd> <p></p> <hd id="AN0183654385-15">Correlation Analysis</hd> <p>We conducted a Pearson correlation analysis of each variable. The correlation analysis results in Table 2 showed that the correlation coefficients of each variable were between 0.390 and 0.754, and all of them were significantly correlated. Among them, the correlation coefficient between teacher course management and sustainable consciousness was the lowest at 0.390. The highest correlation coefficient was found between metacognition and sustainable consciousness, with a value of 0.754. Furthermore, in the multicollinearity test, the variance inflation factor (VIF) of the impact of teachers' course management and students' metacognition on sustainability consciousness were both 1.188, < 5, indicating no severe multicollinearity issue (Kutner, Nachtsheim, and Neter [<reflink idref="bib39" id="ref103">39</reflink>]). The average teachers' course management, metacognition and sustainable consciousness scores were 3.834, 3.214 and 3.191 respectively.</p> <p>2 TABLE Correlation analysis (n  = 484).</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variable</th><th align="center">Mean</th><th align="center">Standard deviation</th><th align="center">TCM</th><th align="center">SM</th><th align="center">SSC</th></tr></thead><tbody valign="top"><tr><td align="left">TCM</td><td align="center">3.834</td><td align="center">0.702</td><td align="center">1</td><td align="center" /><td align="center" /></tr><tr><td align="left">SM</td><td align="center">3.214</td><td align="center">0.577</td><td align="center">0.397<xref ref-type="fn" rid="tfn3" /></td><td align="center">1</td><td align="center" /></tr><tr><td align="left">SSC</td><td align="center">3.191</td><td align="center">0.578</td><td align="center">0.390<xref ref-type="fn" rid="tfn3" /></td><td align="center">0.754<xref ref-type="fn" rid="tfn3" /></td><td align="center">1</td></tr></tbody></table> </ephtml> </p> <ulist> <item>2 Abbreviations: SM, students' metacognition; SSC, students' sustainable consciousness; TCM, teachers' curriculum management.</item> <item>3 *** <emph>p</emph> < 0.001.</item> </ulist> <hd id="AN0183654385-16">Normality Testing</hd> <p>Normality testing is usually recommended when conducting SEM. From Table 3, the univariate normality and multivariate normality of the observed variables were tested, from which we learned that the absolute values of skewness and kurtosis of all observed variables (question items) were < 3. Therefore, the observed variables in this study had univariate normality (Westfall and Henning [<reflink idref="bib72" id="ref104">72</reflink>]). As for the multivariate normality, the Mardia's coefficient of the model was 828.662, whereas p (<emph>p</emph> + 2) was 40 × 42 = 1680, so <emph>p</emph> (<emph>p</emph> + 2) was significantly greater than the Mardia's coefficient of the model (1680), indicating that the model also had multivariate normality. As a result, all observed variables in this research conformed to univariate normality and multivariate normality, so the maximum likelihood estimation (MLE) method could be used to conduct various parameter estimations and fit verifications of the model.</p> <p>3 TABLE Normality test results.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Question items</th><th align="center">Min</th><th align="center">Max</th><th align="center">Mean</th><th align="center">SD</th><th align="center">Skew</th><th align="center">Kurtosis</th></tr></thead><tbody valign="top"><tr><td align="left">Course management</td></tr><tr><td align="left">The teacher has determined the course content</td><td align="center">1</td><td align="center">5</td><td align="center">3.857</td><td align="center">0.820</td><td align="center">−0.520</td><td align="center">0.461</td></tr><tr><td align="left">The teacher has selected teaching methods</td><td align="center">1</td><td align="center">5</td><td align="center">3.880</td><td align="center">0.781</td><td align="center">−0.335</td><td align="center">0.133</td></tr><tr><td align="left">The teacher has to assess students' learning</td><td align="center">1</td><td align="center">5</td><td align="center">3.785</td><td align="center">0.848</td><td align="center">−0.350</td><td align="center">0.044</td></tr><tr><td align="left">The teacher has disciplined students</td><td align="center">1</td><td align="center">5</td><td align="center">3.802</td><td align="center">0.852</td><td align="center">−0.373</td><td align="center">0.136</td></tr><tr><td align="left">The teacher has to determine the amount of homework to be assigned</td><td align="center">1</td><td align="center">5</td><td align="center">3.779</td><td align="center">0.833</td><td align="center">−0.363</td><td align="center">0.262</td></tr><tr><td align="left">I present a summary of recently learned content</td><td align="center">1</td><td align="center">5</td><td align="center">3.882</td><td align="center">0.829</td><td align="center">−0.432</td><td align="center">0.118</td></tr><tr><td align="left">I set goals at the beginning of instruction</td><td align="center">1</td><td align="center">5</td><td align="center">3.886</td><td align="center">0.832</td><td align="center">−0.475</td><td align="center">0.278</td></tr><tr><td align="left">I explain what I expect the students to learn</td><td align="center">1</td><td align="center">5</td><td align="center">3.849</td><td align="center">0.846</td><td align="center">−0.386</td><td align="center">−0.034</td></tr><tr><td align="left">I explain how new and old topics are related</td><td align="center">1</td><td align="center">5</td><td align="center">3.837</td><td align="center">0.854</td><td align="center">−0.521</td><td align="center">0.428</td></tr><tr><td align="left">I give tasks that require students to think critically</td><td align="center">1</td><td align="center">5</td><td align="center">3.675</td><td align="center">0.8855</td><td align="center">−0.271</td><td align="center">0.032</td></tr><tr><td align="left">I have students work in small groups to come up with a joint solution to a problem or task</td><td align="center">1</td><td align="center">5</td><td align="center">3.926</td><td align="center">0.803</td><td align="center">−0.394</td><td align="center">0.048</td></tr><tr><td align="left">I ask students to decide on their own procedures for solving complex tasks</td><td align="center">1</td><td align="center">5</td><td align="center">3.641</td><td align="center">0.853</td><td align="center">−0.242</td><td align="center">0.124</td></tr><tr><td align="left">I tell students to follow classroom rules</td><td align="center">1</td><td align="center">5</td><td align="center">4.039</td><td align="center">0.819</td><td align="center">−0.683</td><td align="center">0.657</td></tr><tr><td align="left">I tell students to listen to what I say</td><td align="center">1</td><td align="center">5</td><td align="center">3.831</td><td align="center">0.856</td><td align="center">−0.421</td><td align="center">0.258</td></tr><tr><td align="left">I calm students who are disruptive</td><td align="center">1</td><td align="center">5</td><td align="center">3.808</td><td align="center">0.920</td><td align="center">−0.552</td><td align="center">0.250</td></tr><tr><td align="left">When the lesson begins, I tell students to quieten down quickly</td><td align="center">1</td><td align="center">5</td><td align="center">3.979</td><td align="center">0.819</td><td align="center">−0.415</td><td align="center">−0.220</td></tr><tr><td align="left">I refer to a problem from everyday life or work to demonstrate why new knowledge is useful</td><td align="center">1</td><td align="center">5</td><td align="center">3.946</td><td align="center">0.817</td><td align="center">−0.357</td><td align="center">−0.162</td></tr><tr><td align="left">I let students practise similar tasks until I know that every student has understood the subject matter</td><td align="center">1</td><td align="center">5</td><td align="center">3.847</td><td align="center">0.810</td><td align="center">−0.184</td><td align="center">−0.382</td></tr><tr><td align="left">I give students projects that require at least 1 week to complete</td><td align="center">1</td><td align="center">5</td><td align="center">3.692</td><td align="center">0.879</td><td align="center">−0.239</td><td align="center">−0.045</td></tr><tr><td align="left">I let students use ICT (information and communication technology) for projects or class work.</td><td align="center">1</td><td align="center">5</td><td align="center">3.884</td><td align="center">0.808</td><td align="center">−0.329</td><td align="center">−0.055</td></tr><tr><td align="left">Metacognition</td><td align="center">1</td><td align="center">5</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">I have no trouble keeping track of my tasks like completing the assignments and preparation for the exams</td><td align="center">1</td><td align="center">5</td><td align="center">3.124</td><td align="center">0.786</td><td align="center">0.009</td><td align="center">0.656</td></tr><tr><td align="left">I am good at remembering conversations I had with my teachers/instructors and friends</td><td align="center">1</td><td align="center">5</td><td align="center">3.382</td><td align="center">0.824</td><td align="center">0.035</td><td align="center">0.082</td></tr><tr><td align="left">I have no trouble remembering where I have put my handouts and textbooks</td><td align="center">1</td><td align="center">5</td><td align="center">3.345</td><td align="center">0.865</td><td align="center">0.042</td><td align="center">0.083</td></tr><tr><td align="left">I am good at remembering the content of lectures and reproduce it well during exams and assessments</td><td align="center">1</td><td align="center">5</td><td align="center">3.025</td><td align="center">0.744</td><td align="center">0.201</td><td align="center">1.208</td></tr><tr><td align="left">I am usually able to remember exactly where I read or heard a specific concept related to a topic</td><td align="center">1</td><td align="center">5</td><td align="center">3.182</td><td align="center">0.753</td><td align="center">0.037</td><td align="center">1.110</td></tr><tr><td align="left">I am good at concentrating during lectures, workshops and practical attachments</td><td align="center">1</td><td align="center">5</td><td align="center">3.215</td><td align="center">0.766</td><td align="center">0.029</td><td align="center">0.711</td></tr><tr><td align="left">I am able to understand all the concepts taught from the start to the end during the class and practical attachments</td><td align="center">1</td><td align="center">5</td><td align="center">3.085</td><td align="center">0.733</td><td align="center">0.183</td><td align="center">0.967</td></tr><tr><td align="left">I have no trouble in keeping concentration during conversations with my professors and friends</td><td align="center">1</td><td align="center">5</td><td align="center">3.376</td><td align="center">0.790</td><td align="center">−0.042</td><td align="center">0.254</td></tr><tr><td align="left">I am good at concentrating when reading subject textbook and listening to long lectures</td><td align="center">1</td><td align="center">5</td><td align="center">3.192</td><td align="center">0.749</td><td align="center">0.322</td><td align="center">0.859</td></tr><tr><td align="left">Sustainable consciousness</td><td align="center">1</td><td align="center">5</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">I never waste water</td><td align="center">1</td><td align="center">5</td><td align="center">3.236</td><td align="center">0.735</td><td align="center">0.194</td><td align="center">0.638</td></tr><tr><td align="left">I recycle as much as I can</td><td align="center">1</td><td align="center">5</td><td align="center">3.178</td><td align="center">0.720</td><td align="center">0.220</td><td align="center">0.956</td></tr><tr><td align="left">I do things which help poor people</td><td align="center">1</td><td align="center">5</td><td align="center">3.291</td><td align="center">0.734</td><td align="center">0.146</td><td align="center">0.616</td></tr><tr><td align="left">I pick up rubbish when I see it out in the countryside or in public places</td><td align="center">1</td><td align="center">5</td><td align="center">3.231</td><td align="center">0.708</td><td align="center">0.233</td><td align="center">0.930</td></tr><tr><td align="left">I don't think about how my actions may damage the natural environment</td><td align="center">1</td><td align="center">5</td><td align="center">3.159</td><td align="center">0.743</td><td align="center">0.100</td><td align="center">0.820</td></tr><tr><td align="left">I always separate food waste before putting out the rubbish when I have the chance</td><td align="center">1</td><td align="center">5</td><td align="center">3.093</td><td align="center">0.749</td><td align="center">0.084</td><td align="center">0.897</td></tr><tr><td align="left">I avoid buying goods from companies with a bad reputation for looking after their employees and the environment</td><td align="center">1</td><td align="center">5</td><td align="center">3.025</td><td align="center">0.750</td><td align="center">0.019</td><td align="center">1.135</td></tr><tr><td align="left">I have changed my personal lifestyle in order to reduce waste (e.g., throwing away less food or not wasting materials)</td><td align="center">1</td><td align="center">5</td><td align="center">3.081</td><td align="center">0.736</td><td align="center">0.059</td><td align="center">0.975</td></tr><tr><td align="left">I treat everyone with the same respect, even if they have another cultural background than mine</td><td align="center">1</td><td align="center">5</td><td align="center">3.477</td><td align="center">0.765</td><td align="center">0.063</td><td align="center">0.218</td></tr><tr><td align="left">I support an aid organisation or environmental group</td><td align="center">1</td><td align="center">5</td><td align="center">3.121</td><td align="center">0.803</td><td align="center">−0.080</td><td align="center">0.767</td></tr><tr><td align="left">I show the same respect to men and women, boys and girls</td><td align="center">1</td><td align="center">5</td><td align="center">3.217</td><td align="center">0.745</td><td align="center">0.048</td><td align="center">0.969</td></tr><tr><td align="left">Mardia</td><td align="center">828.662</td></tr></tbody></table> </ephtml> </p> <hd id="AN0183654385-17">Structural Equation Modelling</hd> <p>An overall model path analysis of teachers' course management and students' metacognition and sustainable consciousness was carried out. First, we conducted an overall fit test of the model, evaluating the three aspects of 'absolute fit measures', 'incremental fit measures' and 'parsimonious fit measures' according to the suggestion of Hair Jr. et al. ([<reflink idref="bib33" id="ref105">33</reflink>]). For the absolute fit measures, the <emph>χ</emph><sups>2</sups> value was 2528.571, df = 733, <emph>χ</emph><sups>2</sups>/df = 3.450, RMSEA = 0.071, GFI = 0.766 and AGFI = 0.738, where close to the standard of 0.8 (Doll, Xia, and Torkzadeh [<reflink idref="bib13" id="ref106">13</reflink>]). In addition, SRMR = 0.0521, less than the standard of 0.05 (Hu and Bentler, [<reflink idref="bib35" id="ref107">35</reflink>]). Concerning the incremental fit measures, CFI was 0.897, IFI was 0.897 and NFI was 0.861, close to the standard of 0.90. In terms of the parsimonious fit measures, PNFI, PGFI and PCFI were 0.809, 0.685 and 0.843, respectively, all of which were greater than the standard of 0.50 (Ullman [<reflink idref="bib63" id="ref108">63</reflink>]), showing that the overall model had a reasonable degree of fit and could be analysed.</p> <p>In terms of the direct effect of the overall model, Table 4 and Figure 1 showed that students' metacognition had a positive and significant effect on sustainable consciousness, with a path coefficient of 0.880 (<emph>p</emph> < 0.05); hypothesis 1 was supported. Teachers' course management had no significant impact on sustainable consciousness, with a path coefficient of 0.002 (<emph>p</emph> > 0.05), while teachers' course management had a positive and significant impact on metacognition, with a path coefficient of 0.442 (<emph>p</emph> < 0.05); Hypothesis 2 was supported. These results indicate that teachers' course management can help improve students' metacognition, and students' metacognition can also help improve their sustainable consciousness.</p> <p>4 TABLE Bootstrap analysis.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Effect</th><th align="center">Estimated value</th><th align="center"><italic>p</italic>‐value</th><th align="center">Confidence interval</th></tr></thead><tbody valign="top"><tr><td align="left">Direct effect</td></tr><tr><td align="left">TCM→SM</td><td align="center">0.442<xref ref-type="fn" rid="tfn5" /></td><td align="center">< 0.05</td><td align="center">]0.319, 0.547]</td></tr><tr><td align="left">SM→SSC</td><td align="center">0.880<xref ref-type="fn" rid="tfn5" /></td><td align="center">< 0.05</td><td align="center">]0.800, 0.962]</td></tr><tr><td align="left">TCM→SSC</td><td align="center">0.002</td><td align="center">> 0.05</td><td align="center">[−0.110, 0.110]</td></tr><tr><td align="left">Indirect effect</td></tr><tr><td align="left">TCM→SSC</td><td align="center">0.389<xref ref-type="fn" rid="tfn5" /></td><td align="center">< 0.05</td><td align="center">[0.273, 0.509]</td></tr><tr><td align="left">Total effect</td></tr><tr><td align="left">TCM→SSC</td><td align="center">0.391<xref ref-type="fn" rid="tfn5" /></td><td align="center">< 0.05</td><td align="center">[0.283, 0.487]</td></tr></tbody></table> </ephtml> </p> <ulist> <item>4 Abbreviations: SM, students' metacognition; SSC, students' sustainable consciousness; TCM, teachers' curriculum management.</item> <item>5 *** <emph>p</emph> < 0.001.</item> </ulist> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01mar25/ejed12897-fig-0001.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12897-fig-0001.jpg" title="1 Overall path model (***p < 0.001). CPT, class planning and teaching; CTM, class teaching management; MA, meta‐attention; MM, meta‐memory; SM, students' metacognition; SSC, students' sustainable consciousness; TCM, teachers' curriculum management." /> </p> <p></p> <p>From the mediation effect analysis results in Table 4, the indirect effect of students' metacognition on teachers' course management and sustainable consciousness had a coefficient of 0.389 (0.442 × 0.880), and the bootstrapping method proposed by Shrout and Bolger ([<reflink idref="bib56" id="ref109">56</reflink>]) was used to improve the mediation effect. The correctness of the estimated value was tested. It was found that the CI [0.273, 0.509] did not include 0 (<emph>p</emph> < 0.05), indicating that metacognition had a significant mediating effect. These results show that teachers' course management can enhance students' metacognition and help them develop sustainable consciousness. The direct effect of teachers' course management on students' sustainable consciousness had a coefficient of 0.002, the CI [−0.110–0.110] contained 0 and the total effect coefficient was 0.391. The CI [0. 283–0.487] did not contain 0, indicating that students' metacognition is a complete mediator between teachers' course management and students' sustainable consciousness; Hypothesis 4 was supported.</p> <p>Since the overall model could not describe the direct effect of teachers' course management on students' sustainable consciousness, we conducted a path analysis from teachers' course management to students' sustainable consciousness. The results are shown in Figure 2. It can be seen that the path coefficient was 0.391 (<emph>p</emph> < 0.05), indicating that teachers' course management had a positive and significant impact on students' sustainable consciousness; Hypothesis 3 was supported. Therefore, it was determined that the research model was a complete mediation model. The model validation results show that teachers' course management can enhance students' sustainable consciousness through metacognition.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01mar25/ejed12897-fig-0002.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12897-fig-0002.jpg" title="2 Direct effect model (***p < 0.001). CPT, class planning and teaching; CTM, class teaching management; SSC, students' sustainable consciousness; TCM, teachers' curriculum management." /> </p> <p></p> <hd id="AN0183654385-20">Discussion and Conclusions</hd> <p></p> <hd id="AN0183654385-21">Theoretical and Practical Implications</hd> <p>This study explored the impact of teachers' course management on students' metacognition and sustainability consciousness and the mediating effect of students' metacognition among higher vocational college students in Hainan of China, as well as adopting the SEM to test the theoretical hypothesis model. The findings indicate that teachers' course management can help improve students' metacognition and sustainable consciousness; however, when students' metacognition is involved as a mediator, teachers' course management cannot directly affect students' sustainable consciousness, indicating that students' metacognition has a complete mediation effect between perceived teacher course management and sustainability awareness. It also means that the course management of teachers in higher vocational colleges needs to go through students' metacognition to contribute to the development of sustainability awareness.</p> <p>The course management of teachers in higher vocational colleges can help improve students' metacognition. Teachers can perfectly plan courses and teaching content, allow students to discuss topics, assign critical tasks and give students feedback on questions, which will help students reflect. Through course activities, students can better concentrate on learning and deepen their memory of professional learning and reading. During the course, they are also more familiar with essential concepts and skills of the course topic, as well as the ability to choose to solve problems, which improves their metacognitive ability (Dunlosky and Thiede [<reflink idref="bib16" id="ref110">16</reflink>]; Zimmerman [<reflink idref="bib76" id="ref111">76</reflink>]), and due to the improvement of students' metacognitive ability, students recognising that they may have sustainable ideas or abilities (Goldsby et al. [<reflink idref="bib28" id="ref112">28</reflink>]), students can understand the importance of sustainable lifestyles, environmental protection and fair society through reflection and critical thinking (Fleacă, Fleacă, and Maiduc [<reflink idref="bib20" id="ref113">20</reflink>]).</p> <p>Therefore, teachers' course management is crucial for students in higher vocational colleges. Course management can promote the development of students' metacognition and enhance students' awareness of sustainability. In addition, higher vocational colleges mainly focus on cultivating students' professional skills. Suppose there are sound course planning and teaching management methods. In that case, students can constantly reflect and adjust their knowledge and understanding during course learning, enhance sustainability awareness and apply it to their majors. In addition, the research results also found that students' metacognition has a significant impact on sustainable awareness, so we should also pay attention to the cultivation of students' metacognition to enhance students' sustainable awareness. After higher vocational students acquire sustainability awareness, this awareness will also play a role in students' professional skills and have a positive significance for sustainable development.</p> <p>The findings suggest that course management exerts an effect to improve students' sustainable consciousness through students' metacognition. In other words, the impact of the students' metacognition on sustainable consciousness is more significant than the direct impact of course management on sustainable consciousness, addressing the importance of students' metacognition. However, this by no means suggests that course management is unimportant. Instead, good course management is able to provide a process of metacognition generation for students. As mentioned in the previous paragraph, students will have metacognition, which includes cognition, memory and reflection, on the teacher's course management, which can improve students' sustainable consciousness.</p> <hd id="AN0183654385-22">Limitations and Suggestions</hd> <p>This discovery is not just a theoretical concept, but a practical tool that can guide our discussions on the topic of school's promotion of students' sustainable consciousness. The current research participants are only limited to higher vocational students in Hainan, China, so students from other regions, countries or at different levels may yield different results. The study only targeted at students from high‐quality vocational colleges with sustainable development, so it is very possible that students developed a sustainable consciousness from the influences of on‐campus school environment and overall school culture. Since the study did not investigate colleges with less potential for sustainable development, it is very possible for that to yield different outcomes; the latter scenario may very well be a topic in future research. Looking at it from another perspective, course management and students' metacognition in schools with better sustainable development has always aided in the enhancement of students' sustainable consciousness. Therefore, the improvement of a school's capability of sustainable development is also very important.</p> <p>From the research results and discussion, the current research proposed several suggestions below to elevate the students' sustainable consciousness:</p> <p></p> <ulist> <item> Focus on student learning, where teachers emphasise course objectives, course design, course management and pedagogy (Fleacă, Fleacă, and Maiduc [<reflink idref="bib20" id="ref114">20</reflink>] ; Gadušová et al. [<reflink idref="bib21" id="ref115">21</reflink>] ; Geitz and de Geus [<reflink idref="bib23" id="ref116">23</reflink>] ; Tassone et al. [<reflink idref="bib60" id="ref117">60</reflink>]). Enhancing students' metacognition, and in turn assisting the development of students' sustainable consciousness.</item> <p></p> <item> Let students recognise and understand their knowledge and learning in learning, reflect, control and adjust their knowledge and abilities, and promote the development of critical thinking and metacognitive flexible thinking skills (Gey et al. [<reflink idref="bib25" id="ref118">25</reflink>] ; Kim and Jeeheon [<reflink idref="bib37" id="ref119">37</reflink>] ; Spellman et al. [<reflink idref="bib58" id="ref120">58</reflink>]).</item> <p></p> <item> Give full play to the advantages of metacognition in solving social‐ecological complex problems (Spellman et al. [<reflink idref="bib58" id="ref121">58</reflink>]) in order to effectively transfer skills to other learning situations (Dignath and Büttner [<reflink idref="bib12" id="ref122">12</reflink>]) or apply them in changing social‐ecological systems (Fazey et al. [<reflink idref="bib19" id="ref123">19</reflink>]), promoting the sustainable consciousness of social equity and environmental justice in students caring about themselves, others, the environment/nature and knowledge (Bartlett, Popov, and Ruppert [<reflink idref="bib4" id="ref124">4</reflink>]).</item> </ulist> <hd id="AN0183654385-23">Research Contribution</hd> <p>This study makes a critical contribution to revolutionising the sustainable development education of vocational colleges in China. The study discovered that teachers' course management enhances the students' sustainable consciousness via the mediation of students' metacognition. Therefore, teachers' course management in vocational colleges is an extremely crucial factor, capable of being used to increase the meta‐attention and meta‐memory within metacognition, thereby assisting the development of sustainable consciousness among students. Since the samples used for this study are vocational colleges with better sustainable development, it is, therefore, crucial for the colleges themselves to place emphasis on their own sustainable development, and allowing the students to immerse in such a school environment is also a critical factor.</p> <hd id="AN0183654385-24">Author Contributions</hd> <p> <bold>Ling Pan</bold> and <bold>Yuan‐Cheng Chang:</bold> conceptualization, visualization, writing – original draft preparation, review, editing and validation. <bold>Yuan‐Cheng Chang:</bold> methodology, supervision. <bold>Ling Pan:</bold> software. All authors have read and agreed to the published version of the manuscript.</p> <hd id="AN0183654385-25">Acknowledgements</hd> <p>The authors have nothing to report.</p> <hd id="AN0183654385-26">Ethics Statement</hd> <p>The authors have nothing to report.</p> <hd id="AN0183654385-27">Consent</hd> <p>The authors have nothing to report.</p> <hd id="AN0183654385-28">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0183654385-29">Data Availability Statement</hd> <p>The data that support the findings of this study are available from the corresponding author upon reasonable request.</p> <ref id="AN0183654385-30"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref30" type="bt">1</bibl> <bibtext> Funding: The research was funded by the Hainan Province 'South China Sea New Star' Education Platform project of Hainan Province, China: 'Research on the Entrepreneurial Intention and Entrepreneurial Ability Improvement Path of Vocational Undergraduates in Hainan Province' (JYNHXX2023‐237).</bibtext> </blist> </ref> <ref id="AN0183654385-31"> <title> References </title> <blist> <bibtext> Agbedahin, A. 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  Label: Title
  Group: Ti
  Data: The Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ling+Pan%22">Ling Pan</searchLink><br /><searchLink fieldCode="AR" term="%22Yuan-Cheng+Chang%22">Yuan-Cheng Chang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4997-5111">0000-0002-4997-5111</externalLink>)
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(1).
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  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Teachers%22">Career and Technical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Management+Systems%22">Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.12897
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Due to the rapid changes occurring in the social and ecological environment, students' sustainable consciousness has become an important issue. This study explored the impact of higher vocational college teachers' course management and students' metacognition on sustainable consciousness by taking higher vocational college students in Hainan, China, as the research participants. Four hundred and eighty-four higher vocational college students were surveyed, and the research model was tested using structural equation modelling. The results showed that teachers' course management can enhance students' metacognition, and this improvement in metacognition can also contribute to the development of sustainable consciousness; thus, teachers' course management can help students improve their sustainable consciousness by improving their metacognition. Therefore, teachers' course management is essential to developing students' metacognition and sustainable consciousness. The research results also found that students' metacognition significantly impacts sustainability awareness, so attention must be paid to cultivating students' metacognition.
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  Data: 2025
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  Data: EJ1461304
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        Value: 10.1111/ejed.12897
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Career and Technical Education Teachers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Management Systems
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: The Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness
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            NameFull: Yuan-Cheng Chang
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              Type: published
              Y: 2025
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            – TitleFull: European Journal of Education
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