Dynamic and typological explanations of planning in complex problem-solving

Planning is an important component of complex problem -solving (CPS) skills, exerting a profound impact on student learning and development. Previous studies have primarily employed variable -centered methods to explore the influence of planning on CPS skills, thereby neglecting the dynamic role and mechanisms of planning as a metacognitive strategy in CPS processes. Through the use of sequence analysis of process data drawn from the finite state automata measurement framework within the PISA 2012 assessment, our study underscores the importance of planning in the inception of goal -directed behaviors, while also revealing typological differences in the use of planning strategy. By examining the role, mechanisms, and typologies of planning strategy, this study offers considerable pedagogical insights for enhancing CPS instruction. Educational relevance statement: The study demonstrates that planning is instrumental in initiating goal -directed behaviors and enhencing interactions quality in CPS process. It sheds light on distinct typological differences in the use of planning strategies. Moreover, the use of planning is closely intertwined with motivation, cognitive load and personality traits. The findings advocate for instruction that is tailored to individual students' planning typologies, incorporating tailored scaffolding to foster CPS skills. Further research into personalized planning interventions has the potential to translate these insights into enhanced practical applications.