<p>Supporting consolidation, understood as the strengthening of declarative knowledge and the automation of procedural knowledge, represents a central dimension of teaching quality. Despite its importance, research on teaching quality has largely overlooked this aspect. This article brings together perspectives from educational psychology and subject-specific pedagogy to examine the key mechanisms of consolidation and to clarify its role in disciplinary learning processes.The analysis focuses on two main functions of consolidation: the stabilization of declarative knowledge and the optimization of procedural knowledge. From a subject-specific pedagogical perspective, the article presents instructional designs and task formats that effectively support these functions in classroom practice.</p><p>The article concludes with a comparative analysis of the contributions in this thematic section. From the perspective of educational psychology, the mechanisms of consolidation are well understood, but their implementation in school settings remains insufficiently studied. From the perspectives of mathematics, language arts, and physical education pedagogy, consolidation appears as a highly relevant aspect of teaching and learning, but it remains theoretically and empirically underdeveloped. Future work should attend more closely to aligning consolidation practices with specific learning content, addressing students’ prior knowledge, and managing the frequency and intensity of consolidation opportunities in instruction.</p>