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The alignment between the labour market and initial vocational education and training (IVET) is placing always more importance on technical knowledge and skills, whilst metacognitive competences such as critical thinking and media literacy are increasingly neglected. In the context of IVET, this results in authors and practitioners paying always more attention to how to devise possible training interventions, with the double aim of implementing their educational pathways and enhancing students’ critical thinking and media literacy. This paper aims to report the state of the art concerning such processes of enhancement in IVET students.

The study adopted the method of systematic scoping review to address the research questions on how to enhance critical thinking and media literacy in the context of IVET.

The paper presents the analyses of the n = 19 contributions collected. Then, it proposes an initial conceptualization of the dimensions of critical thinking and media literacy. Moreover, by combining evidence from various contributions, the review proposes implications for educational practices and strategies. Around these pieces of knowledge, further avenues of research and practice are proposed.

This study contributes to the literature on critical thinking and media literacy in the context of IVET by advancing initial comprehensive conceptualizations of the two dimensions. Moreover, the study advances initial practical implications for teachers and trainers for the development of training interventions.

The originality of the present review rests in its proposal of definitions of critical thinking and media literacy; moreover, it widens the discussion of practices on how to enhance such metacognitive competences. Indeed, the study identifies the teaching and training practices meant to enhance critical thinking and media literacy and proposes applied implications in the context of IVET.

This paper aims to empirically compare the degree to which two technological interventions, based on the computer-supported collaborative learning (CSCL) and the technology acceptance model (TAM), were associated with a different incidence of financial biases.

The study adopted a quasi-experimental research design. The authors randomly assigned the participants (N = 507) to one of two training conditions or a control group, and in turn, we assessed the incidence of financial biases after the training interventions.

Participants who took part in the TAM-based group reported lower financial biases than those in the CSCL-based training group and the control group.

Literature suggests that two educational approaches, i.e. the CSCL and the TAM, can implement individuals’ financial decision-making. These educational approaches involve technology to support individuals in reducing the incidence of cognitive biases. This study contributes by advancing empirical evidence on technological supports for interventions to improve financial decision-making.

Suboptimal decision-making may lead to adverse consequences both at the individual and social levels. This paper contributes to the literature on debiasing interventions by offering initial evidence on technological-based interventions in the domain of financial decision-making. The authors discuss the application of this evidence in lifelong training.

This study provides evidence on how different technological interventions are associate with a lower incidence of financial biases.