This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.

With the deepening of the teaching reform work, the core literacy education concept is deeply rooted in the hearts of the people. While bringing innovative development opportunities and indicating the development direction for the junior high school geography curriculum reform, it also puts forward higher requirements for junior high school geography curriculum teaching activities. Under this situation, junior high school geography teachers should effectively cultivate students' comprehensive thinking ability in the teaching of geography courses, help junior high school students develop their thinking ability, and become qualified socialist builders and socialist successors as soon as possible. Based on this, this paper deeply analyzes the practical strategies for cultivating students' comprehensive thinking ability in the teaching of junior high school geography courses, for the reference of colleagues in the education field.

This paper investigates the evolving clustering and historical progression of “Asian regionalisms” concerning their involvement in multilateral treaties deposited in the United Nations system. We employ criteria such as geographic proximity, historical connections, cultural affinities, and economic interdependencies to identify twenty-eight candidate countries from East Asia, Southeast Asia, South Asia, and Central Asia for this empirical testing. Using a social network analysis approach, we model the network of these twenty-eight Asian state actors alongside 600 major treaties from the United Nations system, identifying clusters among Asian states by assessing similarities in their treaty participation behavior. Specifically, we observe dynamic changes in these clusters across three key historical eras: Post-war reconstruction and transformation (1945–1968), Cold War tensions and global transformations (1969–1989), and post-Cold War era and globalization (1990–present). Employing the Louvain cluster detection algorithm, the results reveal the evolution in cluster numbers and changes in membership status throughout the world timeline. The results also identify the current situation of six distinct Asian clusters based on states’ inclinations to engage or abstain from multilateral treaties across six policy domains. These findings provide a foundation for further research on the trajectories of Asian regionalisms amidst evolving global dynamics and offer insights into potential alliances, cooperation, or conflicts within the region.