PurposeThe purpose of this paper is to explore the field of learning, learning style, meta‐cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.Design/methodology/approachThe paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process.FindingsThe paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta‐cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self‐efficacy.Originality/valueThe paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self‐efficacy and salutogenesis.

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