Global Nord Anglia Education study in partnership with Boston College shows teaching students ‘how to think’ boosts future-ready skills up to 72%

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 – one of the most comprehensive studies of its kind – 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.

The findings come as educators in the UAE and globally look for ways to prepare young people for a rapidly changing, AI-driven world where human skills such as collaboration, creativity, and critical thinking are increasingly valued.

Biggest gains in future-ready skills

Teachers reported measurable progress across all 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
• 59% in compassion

Clear impact seen by teachers

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
• 71% reported progress in how students work independently

Students report greater confidence and independence

Students themselves highlighted improvements in self-awareness and independence:

• 85% of students reported knowing their strengths
• 76% reported increased independence
• 70% recorded improved social skills

Simple classroom strategies deliver outsized results

The research also found that regular use of structured “Thinking Routines” – short, repeatable reflection strategies – was linked to:

• +21% growth in critical thinking
• +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, said: “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.

“With the project now complete, our focus is on embedding these practices more deeply across Nord Anglia and continuing our collaboration with Boston College. And by sharing the full report openly, we hope schools everywhere can adapt and benefit from what we’ve learned.”

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. We look forward to building on this partnership and exploring its implications further.”

Alan Cocker, Principal of The British International School Abu Dhabi, said: “Teaching students to think about their thinking is one of the most important skills we can give them in an AI-enabled world. At The British International School Abu Dhabi, we have seen firsthand how metacognition – pausing, questioning, evaluating – helps young people become discerning, curious, and responsible users of technology.

“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.”

Following the completion of the project, Nord Anglia Education has launched a longitudinal follow-up study with Boston College to explore the long-term impact of metacognitive approaches on student outcomes. The work will also further develop Nord Anglia’s student reflection platform and expand professional development opportunities for teachers.