ROLE OF METACOGNITION IN PEDAGOGICAL THEORY AND PRACTICE

Abstract

This article explores the concept of metacognition and its significant role in pedagogical theory and practice. Metacognition refers to the awareness and control of one's own learning processes, encompassing the ability to reflect, monitor, and regulate cognitive strategies during learning activities. By examining the principles of metacognition, this article discusses how it can be integrated into teaching practices to foster deeper learning, improve critical thinking, and enhance academic performance. The article also emphasizes practical strategies for educators to incorporate metacognitive techniques into their teaching, offering insight into the benefits of developing metacognitive skills in students.