METACOGNITION IN EDUCATION: INSTRUCTIONAL PRACTICES, PROFESSIONAL GROWTH AND DIGITAL INTEGRATION

Abstract

Metacognition, the ability to be more aware of, monitor, and control one’s own thinking, has been acknowledged as a principal determinant of effective learning across all disciplines. Superficially, some strategies stress on rote learning, metacognitive processes enable learners to think, plan, select, and adapt different approaches in doing a task. This ability not only improves academic performance but also enhances lifelong learning skills including problem solving, adaptability, and self – directed inquiry. This chapter explores the idea of metacognition, differentiating between knowledge of cognition which means knowing what we know and strategies that can be used and regulation of cognition (planning, monitoring, and evaluating one’s progress). By using these methods, students learn in advance as it increases motivation, helps in building confidence, and applying the knowledge in any situation. This chapter also highlights role of teachers in metacognitive instructions and the use of metacognition in real teaching, providing the ideas for curriculum design, assessment, and teacher training. This chapter also examines how technology can enhance access to metacognitive learning, assuring students from diverse socio- economic and cultural backgrounds.