旨在促进学生发展积极的一般自我调节学习的干预措施和关于学习的条件或元认知知识都涉及到专门设计的学习如何学习程序以及集成程序，在这些程序中学习如何学习被嵌入常规学科教学中。Simpson等人(1997)特别提到了学习策略向新形势转移有限和缺乏长期评价数据的问题。一个众所周知的成功项目强调“综合学习思考，综合学习学习学习，综合学习调节学习和思考。”在综合课程中，学生被引导去激活他们现有的学习知识和策略，反思他们自己和其他的学习方法，以及不同的学习风格对他们特定学科领域和一般领域的学习结果质量的影响。综合课程的一个主要优点是，它可以与不同年龄、不同发展水平和不同学习领域的学习者一起实施，并使他们受益。在日常指导中，认知干预依赖于反思、说服、提高意识以及建设性的摩擦(Vermunt & Verloop, 1999)，以引起学生对学习的误解。在学习的实际过程中进行这样的干预特别适合于提高学生对学习策略与学习结果之间的关系的认识。
Interventions aimed at fostering student's development of active general self regulated learning and conditional or metacognitive knowledge about learning have involved specifically designed learning how to learn programs as well as integrated programs where learning how to learn is embedded within regular discipline instruction. Simpson et al, (1997) especially mention the problems of limited transfer of the learned strategies to new situations and the lack of long term evaluation data. One well know successful program of that kind emphasise "integrated learning to think, integrated learning to learn and integrated learning to regulate learning and thinking . In integrated programme, students are induced to activate their existing knowledge and strategies about learning, to reflect on their own and alternative approaches to learning, and on the impact of different learning styles on the quality of learning outcomes in their particular discipline area as well as in general. A major advantage of integrated programme is that they can be implemented with, and benefit learners of all ages, all levels of development and across all fields of study. Cognitive interventions during regular instructions rely on reflection, persuasion, awareness raising as well as constructive frictions (Vermunt & Verloop, 1999) in order to raise challenge students possible misconception about learning. Carrying out such interventions during the actual process of learning is particularly well suited to raise student's awareness of the relationships between learning strategies and learning outcomes.