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Vocational teachers need to equip their students with meaningful and relevant required workplace competencies. As a result, vocational teachers should always stay updated on their knowledge and skills regarding the development of science and technology in the world of work. More specifically, in the automotive vocational expertise domain, problem-solving abilities become the crucial skills students need to master. Hence, equipping prospective automotive vocational teachers with sustainable learning and problem-solving abilities is indispensable. In this case, the metacognition theory could facilitate students with learning-how-to-learn activities, which is an essential skill for sustainable learning and learning to teach and equip them with problem-solving abilities. Therefore, bringing the metacognition theory, supported by other relevant theories, into teaching and learning activities would be beneficial in dealing with those issues. This study aimed to design and develop a metacognition-based digital problem-solving worksheet. This digital worksheet was expected to facilitate students with learning-how-to-learn activities and equip them with problem-solving abilities effectively. There were four main research objectives and questions in this study, which were related to; 1) the practical problem that needs to be addressed, 2) the didactic design, 3) the usability, and 4) the effectiveness of the digital worksheet. Design-based research was used to answer the research questions. This is a multi-methods research design, which means many methods exist to achieve the research aim and objectives. This research design comprised six stages; analysis and exploration (stage 1), design and construction (stage 2), evaluation and reflection (stage 3), analysis and exploration (stage 4), design and construction (stage 5), and evaluation and reflection (stage 6). Stage 1 was used to explore the practical problem as the answer to the first research question. Stages 2 up to 5 we

This study aims to define the problems and potential theoretical solutions to the problems in an automotive vocational teacher department. This study is part of a comprehensive study about the potential benefits of using the metacognition concept. Metacognition as the concept of learninghow-to-learn is needed for prospective automotive vocational teachers to conduct sustainable learning. This study is a qualitative study using semistructured interviews (SSI) and a focus group discussion (FGD) to collect the data. Firstly, the SSIs were conducted twice, before and after the FGD. The first SSI explores the problems, while the second SSI was conducted after the FGD to gain a possible contextual solution to the problems based on the result of FGD. Secondly, an FGD was conducted to explore the theoretical solutions to the problems. The findings of the first SSI stated that teaching communication skills and sustainable learning are necessary to be equipped since the automotive technologies in industries have been being developed rapidly from time to time. Those skills were not facilitated well in the teaching and learning activities in the department. The integration into courses of teaching communication and habit of sustainable learning could be the possible solution. The FGD findings stated that the metacognition concept could be brought into teaching and learning to deal with those problems. The second SSI findings said that automotive fault diagnosis learning was chosen as the subject since this is a problem-solving and higher-order thinking subject. Also, the learning tool kit for this subject is still conventional, so it needs to be improved with the metacognition concept.