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Pesqui."],"abstract":"<jats:p>Abstract Metacognition plays a key role in teaching and learning processes. Consequently, educators must understand their own metacognitive processes to effectively guide and support students in developing their own metacognitive skills. This systematic literature review investigates educators\u2019 metacognitive skills in problem-solving scenarios focusing on how digital tools can enhance research methodologies. Start, Iramuteq, and webQDA, were used to refine and facilitate the literature review process, allowing us to map and analyze articles retrieved from databases like ERIC, ScienceDirect, and Scopus. A total of 233 articles were identified based on predefined inclusion and exclusion criteria, and subsequently narrowed to 60 articles for an in-depth qualitative, exploratory, and interpretive analysis. Our analysis revealed a significant lack of empirical studies addressing educators\u2019 metacognitive skills, highlighting the need for further research in this area. Integrating digital tools in planning, organizing, and validating research processes proved to be effective, underlying their value in managing systematic reviews and facilitating informed decision-making. This approach both streamlined the literature review process and provided valuable insights into the current research landscape regarding educators\u2019 metacognitive skills. Moreover, we underscore the potential of these digital tools to support future investigations into the role of educators in fostering metacognitive skills during problem-solving.<\/jats:p>","DOI":"10.1590\/s1678-4634202551290452en","type":"journal-article","created":{"date-parts":[[2025,6,20]],"date-time":"2025-06-20T11:23:55Z","timestamp":1750418635000},"source":"Crossref","is-referenced-by-count":0,"title":["Integrating digital tools for qualitative literature reviews: an example applied to educators\u2019 metacognitive skills *1,2"],"prefix":"10.1590","volume":"51","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6441-1605","authenticated-orcid":false,"given":"Adriana","family":"Vieira","sequence":"first","affiliation":[{"name":"Instituto Federal de Educa\u00e7\u00e3o, Ci\u00eancia e Tecnologia da Bahia,  Brasil"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9225-4758","authenticated-orcid":false,"given":"Maria Raidalva Nery","family":"Barreto","sequence":"additional","affiliation":[{"name":"Instituto Federal de Educa\u00e7\u00e3o, Ci\u00eancia e Tecnologia da Bahia,  Brasil"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5972-077X","authenticated-orcid":false,"given":"Marcelo","family":"Pereira","sequence":"additional","affiliation":[{"name":"Universidade de S\u00e3o Paulo,  Brasil"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0040-2811","authenticated-orcid":false,"given":"Ant\u00f3nio","family":"Moreira","sequence":"additional","affiliation":[{"name":"Universidade de Aveiro,  Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4644-5879","authenticated-orcid":false,"given":"Ant\u00f3nio Pedro","family":"Costa","sequence":"additional","affiliation":[{"name":"Universidade de Aveiro,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2025]]},"reference":[{"issue":"17","key":"ref1","first-page":"171","article-title":"The differences in solutions to context-rich physics problems between more and less successful students","volume":"97","author":"ALI Marlina","year":"2017","journal-title":"Man in India"},{"year":"2018","author":"ANGGO Mustamin","key":"ref2"},{"issue":"1","key":"ref3","article-title":"Being learners with mental resilience as outcomes of metacognitive strategies in an academic context","volume":"10","author":"ANTHONYSAMY Lilian","year":"2023","journal-title":"Cogent Education"},{"key":"ref4","doi-asserted-by":"crossref","first-page":"2393","DOI":"10.1007\/s10639-020-10201-8","article-title":"Self-regulated learning strategies in higher education: fostering digital literacy for sustainable lifelong learning","volume":"25","author":"ANTHONYSAMY Lilian","year":"2020","journal-title":"Education and Information Technologies"},{"issue":"4","key":"ref5","doi-asserted-by":"crossref","first-page":"456","DOI":"10.1080\/03055698.2019.1707068","article-title":"Developing metacognitive skills through class activities: what makes students use metacognitive skills?","volume":"47","author":"BAE Haesol","year":"2021","journal-title":"Educational Studies"},{"issue":"3","key":"ref6","article-title":"Metacognitive awareness inventory for teachers (MAIT). 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