METACOGNITIVE STRATEGIES FOR READING SCIENTIFIC AND SUSTAINABILITY-RELATED CONTENT IN DIGITAL AND PRINT MEDIA

Oct 15, 2026

The reading medium—digital or print—shapes university students’ use of metacognitive strategies when engaging with sustainability- and science-themed material. The study identifies frequently applied strategies and analyzes how medium influences understanding of environmental topics that include scientific elements. Seventy students were grouped by reading medium and completed the Metacognitive Reading Strategies Questionnaire plus a sustainability comprehension test, followed by qualitative discussions. Print supports deeper reflective understanding, while digital enables selective, rapid reading with broader contextual insight but often less depth of comprehension.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

The Importance of Metacognitive Strategies in Reading

Research Approach and Instruments

Results and Discussion

Conclusion and Future Research

Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025 120 METACOGNITIVE STRATEGIES FOR READING SCIENTIFIC AND SUSTAINABILITY-RELATED CONTENT IN DIGITAL AND PRINT MEDIA Maja Kerneža University of Maribor, Slovenia [E-mail: maja.kerneza1@um.si](E-mail: maja.kerneza1@um.si) Abstract The reading medium - digital or print – Impacts university students’ use of metacognitive strategies when engaging with sustainability- and science-themed content. The research aims to identify commonly applied strategies and examine how the medium affects their application and comprehension of environmental topics. Seventy students participated in the study, divided into two groups based on their reading medium. Data collection included the Metacognitive Reading Strategies Questionnaire (MRSQ) and a comprehension test focused on sustainabilitythemed content that incorporated scientific elements, followed by qualitative group discussions. Results indicate that print media foster deeper understanding through reflective strategies, while digital media support selective and rapid reading, providing broader contextual insights but often resulting in more superficial comprehension. These findings highlight the need to adapt curricula to incorporate both sustainability and scientific content in diverse media formats, fostering critical thinking, metacognitive awareness, and both environmental and science literacy. The study emphasizes the role of such adaptations in equipping students with the skills necessary to interpret scientific information, address environmental challenges, and promote sustainable development. Keywords: metacognitive strategies, reading comprehension, reading media, science literacy, sustainable content Introduction Over the last decade, digitalization has transformed how we access information while raising concerns about its impact on understanding and perception. This is especially relevant as sustainability- and science-related texts demand reflection and source evaluation. Sustainability and science often overlap, especially in fields like environmental science and climate change, requiring critical interpretation. This study addresses the relationship between reading media, specifically online and print reading, and the use of metacognitive strategies in understanding such content, emphasizing that the reading process in educational contexts should go beyond acquiring information; it should involve critical thinking, reflection, and evaluation of information credibility – all of which may be shaped by the reading medium. Although the study focuses on Slovenian university students, its findings have broader relevance for international higher education, especially amid global shifts toward This is an open access article under the Creative Commons Attribution 4.0 International License Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025 121 digital learning and increased emphasis on sustainability and science literacy. While it does not propose a novel theoretical or methodological framework, it contributes by applying established models – Bloom’s revised taxonomy and the Metacognitive Reading Strategies Questionnaire – to a timely and underexplored context. It exploreshow university students engage metacognitively with sustainability-and science-related content across digital and print media. These findings provide practical insights for fostering critical thinking, metacognitive awareness, and adaptive reading strategies, informing curriculum design aligned with the demands of 21st century learning. The next section defines key concepts related to metacognitive reading strategies in science and sustainability contexts, followed by the research aim and questions. The methodology outlines the design, instruments, and analytical procedures. Results detail strategy use and comprehension outcomes ac

FAQs

How does the reading medium affect metacognitive strategy use?

The study finds that the medium (digital vs. print) influences how students apply metacognitive strategies while engaging with sustainability- and science-related content.

What instruments were used to collect data?

Data were collected using the Metacognitive Reading Strategies Questionnaire (MRSQ) and a comprehension test focused on sustainability-themed content with scientific elements, followed by qualitative group discussions.

What are the main comprehension differences between print and digital media?

Print media tend to foster deeper understanding through reflective strategies, while digital media support selective, rapid reading and broader contextual insights, often with more superficial comprehension.

Oct 15, 2026

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