Abstract
Intellectual humility is the belief that one can be intellectually limited and fallible. It is widely found that intellectual humility expression can benefit the learning process and improve education outcomes. Under a metacognitive frame, contemporary theories on Field-specific Ability Belief (FAB) argue that what one believes in the necessary "ingredients" for success decidedly affects how the external and internal factors shape the expression of intellectual humility. The versatile nature of FABs has also proven interventions effective in promoting intellectual humility expression. Recent attempts to help students through forestart programs in embracing a growth mindset have concluded successful. Longitudinal data meta-analyses have also offered empirical support addressing the necessity of refining current education for more voluntary intellectual humility expression. The findings in this paper suggest a very promising field for future studies fostering broad education improvements.
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