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Graphic organisers (GOs) are visual representations of information contained in the text that illustrate how concepts are connected and how text is structured. Metacognition (MC) is defined as “learning about learning”. GOs have been suggested to support metacognition, However, the literature on the relationship between GO and MC is large and heterogeneous. This means it is challenging for students and teachers to decide what kind of GO to use/ teach, and how to use/ teach them to facilitate students’ learning by enhancing their metacognition. In this study, a scoping review will be conducted aiming to provide a comprehensive map of the research on this topic by mainly answering the question of how does the use/ teach of Graphic organisers affect metacognition.