Paper Type
Complete
Abstract
This study explores the integration of metacognitive strategies and design science principles in teaching emerging technologies to business students. The evolving tech landscape poses unique challenges for learners without a STEM background, necessitating novel educational approaches that foster knowledge acquisition and independent and life-long learning capabilities. By embedding metacognitive processes within the curriculum, we aim to enhance students’ awareness of their own learning strategies, enabling them to adapt more effectively to technological advancements. Additionally, the adoption of design science in educational settings encourages a problem-solving orientation complementing metacognitive learning by engaging students in real-world tasks and reflective practices. This paper details the requirements of such an approach and explains the development of a unit of study titled "Blockchain for Business" as a tentative case study. The study also outlines potential directions for future research, emphasising the need for empirical validation of these educational strategies across diverse learning environments.
Paper Number
1271
Recommended Citation
Amrollahi, Alireza and Afshari Mofrad, Masoud, "Leveraging Design and Metacognitive Learning in Teaching Emerging Technologies" (2025). AMCIS 2025 Proceedings. 11.
https://aisel.aisnet.org/amcis2025/is_education/is_education/11
Leveraging Design and Metacognitive Learning in Teaching Emerging Technologies
This study explores the integration of metacognitive strategies and design science principles in teaching emerging technologies to business students. The evolving tech landscape poses unique challenges for learners without a STEM background, necessitating novel educational approaches that foster knowledge acquisition and independent and life-long learning capabilities. By embedding metacognitive processes within the curriculum, we aim to enhance students’ awareness of their own learning strategies, enabling them to adapt more effectively to technological advancements. Additionally, the adoption of design science in educational settings encourages a problem-solving orientation complementing metacognitive learning by engaging students in real-world tasks and reflective practices. This paper details the requirements of such an approach and explains the development of a unit of study titled "Blockchain for Business" as a tentative case study. The study also outlines potential directions for future research, emphasising the need for empirical validation of these educational strategies across diverse learning environments.
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