Abstract

This paper examines the learning management model as an initiative for metacognitive promotion in pre-service teacher education. It explores the state of the problems and the need assessment to enhance learning capabilities within this context. Drawing on instructional design theory alongside contemporary perspectives on metacognition and self-regulated learning, the research adopted a design-oriented approach incorporating theoretical synthesis, contextual needs analysis, and preliminary framework formulation. Data were gathered from teacher educators (n = 188) and undergraduate pre-service teachers (n = 368) across six public and private universities in Thailand through surveys, document review, and qualitative analysis. The results indicate that effective learning management structures converge around eight interrelated elements: theoretical grounding, learning objectives, instructional processes, support mechanisms, social interaction structures, responsive teaching principles, assessment strategies, and implementation conditions. Metacognition emerged as a dynamic construct encompassing meta-awareness, regulatory processes, and reflective practice. Although existing instructional practices were generally rated positively, notable discrepancies were identified between current practices and desired conditions, particularly in promoting reflective and self-regulatory learning. Hence, it is crucial to offer an integrating conceptual foundation positioning metacognition as a central design dimension in teacher education and inform subsequent phases of model development and empirical validation.

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