Staff
Findings from Global Nord Anglia Education study in partnership with Boston College show metacognition strengthens collaboration, creativity and critical thinking
Dubai, Feb 9, 2026: Teaching students how to think about their own learning can significantly accelerate the development of future-ready skills, with gains of up to 72%, according to a major global study by Nord Anglia Education, conducted in partnership with the Lynch School of Education and Human Development at Boston College.
The two-year Metacognition Research Project analysed learning outcomes from more than 12,000 students and 5,000 teachers across 29 schools in 20 countries, including Nord Anglia International School Abu Dhabi and The British International School Abu Dhabi.
Teachers reported measurable progress across six future-ready skills when metacognitive approaches were embedded into everyday classroom practice: 72% in collaboration, 70% in curiosity, 69% in creativity, 68% in critical thinking, 60% in commitment and 59% in compassion.
Educators reported strong, practical benefits from using metacognitive strategies in the classroom. Up to 96% believe metacognition helps students succeed beyond school, 78% saw improvements in reflection, 74% saw improvements in how students communicate their learning and 71% reported progress in how students work independently.
Students themselves highlighted improvements in self-awareness and independence: 85% of students reported knowing their strengths, 76% reported increased independence and 70% recorded improved social skills.
“When students know how to frame good questions, challenge information and reflect on their choices, they don’t just use AI more safely; they grow as independent thinkers in every part of their lives. These human skills are what ensure AI enhances learning without ever replacing the judgement, curiosity, or critical reasoning of our students,” says Alan Cocker, Principal of The British International School Abu Dhabi.
The research also found that regular use of structured ‘Thinking Routines’ – short, repeatable reflection strategies – was linked to +21% growth in critical thinking and +20% growth in curiosity. Where these routines were used daily, gains increased to at least 40% across all skills, and up to 50% in curiosity and compassion.
Dr Kate Erricker, Group Head of Education Research and Global Partnerships at Nord Anglia Education says, “What stands out in this research is how metacognition helps level the playing field. When students understand how they learn, they gain confidence, independence and the belief that progress is possible for them. That’s a powerful form of educational equity.
Dr Damian Bebell, Assistant Research Professor at Boston College, added: “This is one of the most in-depth studies of metacognition in schools to date, providing empirical evidence of its impact on teaching and learning. At a time when educators worldwide are seeking ways to develop transferable skills in their students, these findings offer practical insights grounded in data.”
