Abstract:

Among the educational architectures that form the reference framework for various teaching methodologies, metacognition and self-regulation are those that enable students to regulate their personal learning process through the knowledge, choice, and application of cognitive, organizational, and emotional strategies. The latter represent the most relevant components of the study method that allow students to acquire the skill of "learning to learn." Considering the theoretical relevance and regulatory guidelines on the subject, this project aims, in a first phase, to investigate whether and how the Italian education system, from school to university, contributes to the implementation of the study method and, in a second phase, to present teaching proposals for this purpose in the university setting.

The contribution discusses the results of an exploratory survey conducted at Sapienza University of Rome in the academic year 2025/26, through the administration of the "Questionnaire on Perceptions of Study Strategies - QPSS" to 150 students of the Primary teacher education Course. The study's results highlight that more than half of the currently enrolled students have never explored activities dedicated to developing and consolidating study methods in their previous schooling. In addition, 71% of respondents stated that they feel they lack adequate study strategies to complete their academic studies successfully and need to develop new ones.

While the results suggest the need to build partnerships between schools and universities to support study preparation across different levels of education, they also underscore the importance of designing educational interventions specifically for university students. The second phase of the project, therefore, involved designing and implementing a laboratory-based course dedicated to the implementation of the study method for students in the Primary Education Course. The methodology used involved dividing students into small groups, encouraging active participation, peer-to-peer work, and critical reflection through the use of exercises, case studies, and assessments to verify the transfer of learning.

Keywords:

Study method, university, strategic competence, learning to learn, laboratory-based course.