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In this activity, students explored the importance of metacognition by connecting reflexivity and critical thinking with real-world issues drawn from the Sustainable Development Goals (SDGs). Students were divided into four groups, with each group assigned one SDG topic and two discussion questions. For example, “To reduce electricity and carbon emissions, should we go to school by bike or walk?”—a question linked to SDG 13: Climate Action. These questions were designed to help students reflect beyond personal biases and consider multiple perspectives, while grounding their reasoning in evidence, facts, and examples.

Working in groups, students shared ideas, conducted research, and discussed their responses. They were encouraged to find supporting facts, share real-life stories, and elaborate on their thoughts, rather than simply expressing personal opinions. This approach helped them examine how their own experiences shape their viewpoints, while also learning from their peers. Through these conversations, students began to understand that complex issues often don’t have straightforward answers and require careful thought from multiple angles.

After forming their ideas, each group created a poster to present their findings. This visual element helped them express their perspectives in a clear and engaging way. Turning their discussions into a visual project allowed students to practice organizing their thoughts, enhance their communication skills, and learn how to present information effectively.

By the end of the activity, students developed a deeper understanding of metacognitive skills such as reflexivity and awareness of bias, and saw how these skills relate to global challenges. This experience encouraged them to think critically, value evidence, and share their perspectives with confidence. Overall, the activity supported their growth as thoughtful, responsible, and open-minded learners, better prepared to engage with complex global issues. ***