Design and Validation of an Educational Package for Academic and Career Guidance Based on Enhancing Metacognitive Beliefs in Lower Secondary School Students

Abstract

Purpose: The present study aimed to design and validate an educational package for academic and career guidance based on enhancing metacognitive beliefs in lower secondary school students. Methods and Materials: This research was developmental in nature and employed a mixed-methods design (quantitative-qualitative). In the qualitative phase, the dimensions and components of the educational package were identified through semi-structured interviews with 20 education experts and teachers who were selected purposively based on specific criteria. The data obtained from these interviews were analyzed using qualitative content analysis, and the main components of the educational package were extracted. In the quantitative phase, 200 lower secondary school teachers were selected using criterion sampling based on scientific and practical qualifications to evaluate the validity of the package. The quantitative data were assessed using reliability coefficients in SPSS software. Findings: The educational package comprised four main components: self-regulation, self-control, self-monitoring, and academic and career guidance. It was delivered to students in nine 90-minute sessions. The validation results indicated a good fit for the conceptual model of the package and confirmed its content validity. The educational package effectively enhanced students’ metacognitive beliefs and improved their academic and career decision-making skills. Conclusion: The findings of this study demonstrated that the designed educational package can effectively enhance metacognitive skills and empower students in making academic and career-related decisions. Implementing this package in educational systems can play a significant role in guiding students academically and professionally and improving their future educational and occupational pathways.