Open access peer-reviewed chapter
Utilization of metacognitive knowledge- person variable for holistic performance.
Abstract
This research study aims to assess how metacognitive knowledge effectively contributes to various facets of personality development. The study involved 178 students who gained an understanding of metacognitive knowledge through their coursework. Data collection was conducted using the Metacognitive Knowledge Utilization Scale among the participants. The analysis indicated that the participants frequently apply these metacognitive variables to enhance their personal growth, task performance, and strategy implementation. This study highlights the significance of using metacognitive knowledge for comprehensive learner development and emphasizes the vital role of teachers in imparting metacognitive skills, thereby guiding learners towards personal growth. The findings underscore the potential of metacognitive knowledge in molding individuals into well-rounded personalities, with significant implications for educational practices.
Keywords
- metacognitive knowledge
- holistic development
- person variable
- task variable
- strategy variable
1. Introduction
In the ever-evolving landscape of education, the quest for holistic learner development goes beyond the traditional boundaries of imparting academic knowledge. It now encompasses a profound understanding of a student’s identity, emotions, and psychological well-being, as articulated by Seligman [1]. Simultaneously, it seeks to equip learners with the skills necessary to foster positive and effective interpersonal relationships. Education, in its truest essence, becomes a vehicle not only for academic excellence but also for nurturing lifelong learners, capable of thriving in an ever-changing world. In this pursuit, metacognition emerges as a pivotal concept, allowing students to delve into the intricacies of how they learn, problem-solve, and make decisions. By integrating metacognitive strategies into educational practices, educators empower students to take ownership of their learning journeys [2, 3, 4]. This not only enhances their academic performance but also equips them with the adaptability and critical thinking skills required in the contemporary world.
The theoretical underpinnings and empirical insights surrounding metacognitive knowledge offer valuable guidance to educators, seeking to nurture comprehensive learner development [5, 6]. As De Coninck et al. [7] have underscored, holistic learner development spans cognitive, emotional, social, and ethical dimensions [8]. It transcends the mere acquisition of knowledge and skills, aiming to cultivate well-rounded individuals who possess empathy, ethical decision-making abilities, adaptability, and critical thinking skills. At its core, metacognition serves as the cognitive process that enables learners not only to comprehend what they are learning but also how and why they are learning [9].
Indeed, metacognition empowers individuals to monitor, regulate, and control their learning experiences [10]. However, the fruits of these learning experiences extend beyond the cognitive realm, touching upon emotional maturity, the formation of cordial social relationships, moral development, and an enriched esthetic outlook [11]. Learner development is the result of a self-reflective and self-regulatory mechanism, whereas learner engagement spans emotional, cognitive, and behavioral aspects [12]. As learners engage in metacognitive practices, they transform into active participants in their educational journeys. They gain the ability to assess their own understanding, identify their strengths and weaknesses, and adapt their strategies when faced with challenges [13].
This heightened self-awareness not only elevates academic performance but also equips learners with skills essential for personal and interpersonal success. As learners reflect upon their learning strategies and outcomes, they cultivate a profound sense of responsibility for their intellectual growth [14]. They are more likely to recognize the significance of values such as integrity, persistence, and ethical decision-making, both within and beyond the confines of educational contexts. Consequently, it becomes evident that metacognitive knowledge serves as the cornerstone of holistic learner development [15, 16]. To promote students’ metacognitive development, teachers should also provide them with opportunities fostering metacognitive experiences, which in turn, will provide input to permanent metacognitive knowledge [13, 17].
Metacognitive knowledge serves as a cornerstone in promoting the cognitive dimension of holistic development. It fosters critical thinking and problem-solving skills. Learners who engage in metacognitive processes are more inclined to approach complex tasks strategically, breaking them down into manageable steps and assessing their progress, a perspective supported by Fogarty [18]. The teacher’s awareness and application of metacognitive strategies in executing a task helps the learners to internalize metacognitive knowledge. It relies on the assumption that the teacher knows what strategies are appropriate to be implemented in the classroom and the benefits for their students [19]. Hence, the prospective teachers are to be trained in metacognitive skills [20].
As students become attuned to their learning styles and preferences through metacognition, they develop a profound sense of agency and ownership over their learning journey. This empowerment nurtures their emotional well-being and elevates their self-esteem as they realize their capacity to navigate the challenges inherent in the learning process. Metacognition extends its influence to enhance social interactions by promoting effective communication, empathy, and collaborative problem-solving. Learners who possess insight into their own cognitive processes are better equipped to recognize the diversity of approaches that others may employ, thus, fostering a culture of inclusivity and cooperation [8]. Moreover, metacognition equips students with the ability to be reflective and conscious of their emotions. This self-awareness allows them to exercise self-management, restraining themselves from impulsive actions. Such a knowledge is known as thinking about thinking which helps a person understand and control his or her own cognitive performance [2].
By examining the interconnected dimensions of holistic development and their interplay with metacognitive knowledge, educators can empower learners to evolve into well-rounded individuals capable of navigating the complexities of the modern world, with cognitive, emotional, and social dimensions in harmony. With this understanding as a backdrop, this research paper focuses on determining the extent to which metacognitive knowledge is utilized for holistic performance among learners. The study identifies the use of person variables, task variables, and strategy variables among undergraduate students pursuing Education as a discipline. The findings of the study may assist educators in planning metacognitive training for learners to enhance their personal and social skills in addition to their cognitive skills. These findings may also help explore the optimization of metacognitive learning, the multifaceted dimensions of metacognition, and its role in shaping the future of education, paving the way for more profound and well-rounded learner development.
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2. Literature review
Metacognitive learning enhances learners’ cognitive development by allowing them to comprehend not only what they are learning but also how they are learning and why. This analytical thinking contributes to their ability to tackle complex issues and scenarios with confidence, ultimately leading to intellectual growth and a capacity to handle a diverse range of cognitive tasks. Metacognition studies are linked with cognitive developmental psychology and social developmental psychology. Hence, the cognitive aspect of metacognition sets the stage for a comprehensive exploration of its impact on other dimensions of holistic development, namely, the emotional and social domains.
2.1 Categorization of knowledge
Metacognition holds the potential to empower individuals to become well-rounded learners capable of excelling in today’s multifaceted world. In the realm of education and cognitive development, metacognitive knowledge is a fundamental concept, which is categorized within the revised Bloom’s Taxonomy. This categorization, as proposed by Anderson and Krathwohl classifies knowledge into four distinct types, each playing a pivotal role in shaping a learner’s cognitive and intellectual landscape [21].
(a) Factual knowledge: this foundational level of knowledge encompasses the basic elements and facts that learners must acquire to become familiar with a particular discipline. It serves as the fundamental building block upon which further learning and understanding are constructed. Factual knowledge provides the essential groundwork that enables students to grasp the core principles and concepts within a subject. (b) Conceptual knowledge: conceptual knowledge moves beyond the acquisition of isolated facts and delves into the interrelationships among these basic elements. It facilitates the comprehension of how these elements fit into a larger, cohesive structure, enabling them to function together harmoniously. This type of knowledge is essential for developing a deeper understanding of complex topics and is instrumental in promoting critical thinking and problem-solving skills. (c) Procedural knowledge: procedural knowledge deals with the practical ‘how-to’ aspects of learning. It involves understanding the methods, techniques, algorithms, and criteria for applying skills and knowledge. This knowledge equips learners with the tools and strategies necessary to actively engage with and manipulate the information they acquire. It is instrumental in problem-solving, experimentation, and the application of subject-specific techniques and (d) metacognitive knowledge: at the highest level of Bloom’s Taxonomy, we find metacognitive knowledge that goes beyond the subject matter itself and focuses on the process of cognition. Metacognitive knowledge involves an awareness and understanding of one’s own cognitive processes. Learners possessing metacognitive knowledge are not only cognizant of what they are learning but also how they are learning and why. This type of knowledge empowers individuals to monitor, regulate, and control their own learning experiences, promoting self-directed learning and fostering critical thinking, reflection, and self-improvement [21].
In this hierarchy of knowledge, metacognitive knowledge stands as a pinnacle, as it equips individuals with the tools to understand and optimize their own thinking and learning processes. By cultivating metacognitive knowledge, learners become active participants in their educational journeys, gaining the ability to navigate not only the specific subject matter but also the broader landscape of learning and personal development [16, 22].
Metacognition as a thought is about thinking itself which is the interaction between three important aspects as follows: (1) knowledge of the self-thinking process, (2) control or self-regulation, and (3) beliefs and intuition. Knowledge of thinking processes concerns how accurate a person is in expressing their thinking processes, self-awareness or self-regulation, and the accuracy of a person in maintaining and managing what they must do. The self-awareness fostered by metacognition enables individuals to set personal goals, identify areas for improvement, and take charge of their own development. In this context, metacognition becomes a tool for lifelong learning and personal growth, allowing individuals to adapt and flourish in a dynamic world [10, 23].
The metacognitive process includes the ability to ask and answer questions about (1) What do I know about this subject, topic, and subject matter? (2) Do I know what I should know? (3) Do I know where I can get some knowledge information? (4) How long will it take me to learn this? (5) What strategies and tactics can I use to learn this? (6) Do I understand what I hear, read, or see? (7) How do I know if I am studying at the appropriate level? (8) How can I see if I make a mistake? and (9) How should I revise my plan if it does not fit my expectations and satisfaction? [9, 18].
2.2 Categories of metacognitive knowledge
Metacognitive knowledge encompasses three areas of information, namely, an individual, a learning task, and a process of learning. These attributes were then known as person knowledge, task knowledge, and strategic knowledge [22]. The concept of metacognition is a multifaceted construct, encompassing three fundamental components that collectively shape the landscape of metacognitive knowledge. These components provide individuals with the cognitive tools to navigate the complexities of learning and problem-solving in a purposeful and introspective manner.
2.2.1 Self-knowledge: person variable
The first key component, self-knowledge, revolves around an individual’s internal understanding and awareness of themselves. Self-knowledge involves recognizing personal strengths, weaknesses, preferences, and learning styles. This self-awareness serves as the foundation upon which effective learning strategies are built. By comprehending their own cognitive processes, emotional triggers, and inclinations, individuals gain the ability to tailor their approach to learning, ultimately leading to enhanced learning outcomes [5, 24].
2.2.2 Task knowledge: task variable
The second essential component, task knowledge, pertains to the understanding of various cognitive tasks that individuals encounter. As Flavell suggests, this encompasses a broad range of activities, from recalling information and reading to writing and engaging in experiments. Task knowledge involves grasping the intricacies, demands, and expectations associated with different cognitive undertakings. With this awareness, individuals can effectively gauge the required skills, resources, and approaches for each task, thereby optimizing their learning [5].
2.2.3 Strategic knowledge: strategy variable
The third cornerstone, strategic knowledge, encompasses the repertoire of effective strategies employed in task execution. This facet involves knowing when and how to apply specific strategies to achieve desired outcomes. Strategic knowledge empowers individuals to select the most suitable methods, techniques, and approaches for different tasks. By leveraging this knowledge, individuals can streamline their learning process, enhance efficiency, and tackle challenges with greater confidence [5, 23, 24].
Metacognition is not confined to the realm of academia; it also permeates professional achievements. In the workplace, individuals who possess metacognitive skills are better equipped to approach complex tasks and challenges with confidence. The ability to break down problems into manageable steps and critically evaluate progress becomes a valuable asset in problem-solving and decision-making [10, 22, 25]. Metacognition encourages a culture of adaptability, innovation, and continuous learning that are highly sought-after qualities in the professional world. In this way, metacognition contributes to career success and fosters a lifelong commitment to professional development [25].
Metacognition’s influence extends to the dynamic landscape of social interactions. By promoting effective communication, empathy, and collaborative problem-solving, individuals with metacognitive knowledge are better prepared to engage with others in a meaningful and constructive way. They understand not only their own cognitive processes but also the diversity of approaches that different individuals may employ. This fosters a culture of inclusivity, cooperation, and effective teamwork that are essential in various social contexts, from friendships and family relationships to professional collaborations and community engagement. Metacognition becomes a bridge to building meaningful and harmonious social connections.
Thus, metacognition paints its influence across all facets of human development. It is a multifaceted tool that enriches cognitive development, fosters personal growth, enhances professional achievements, and contributes to the success and harmony of social interactions. Its far-reaching impact underscores the importance of metacognitive knowledge in the holistic development of learners. The utilization of metacognitive knowledge helps prospective teachers to perform well in their personal and professional lives [25].
2.3 Nurturing self-knowledge for holistic development
This introspective exploration, often referred to as self-knowledge, not only illuminates the path to better understanding oneself but also holds the key to unlocking one’s full potential across diverse facets of life. Self-knowledge extends beyond surface-level awareness, delving into the intricacies that shape an individual’s thoughts, motivations, and behaviors. It involves recognizing both the strengths that propel progress and the vulnerabilities that present opportunities for growth [26]. This profound understanding provides the foundation upon which individuals can build effective strategies for learning, decision-making, and interpersonal interactions. It is a journey of self-discovery that offers the compass needed to navigate the complexities of today’s dynamic world. By nurturing self-knowledge, individuals not only enhance their own lives but also contribute to the collective tapestry of personal and societal advancement [27, 28].
Teachers play a crucial role in enhancing students’ self-awareness, self-discovery, and overall personal development. They serve as guides, mentors, and facilitators in creating an environment that fosters introspection, self-improvement, and the development of various skills. Here is how teachers can contribute to enhancing students’ self-awareness and related aspects.
Engaging in self-analysis paves the way for personal growth and development. By introspectively examining different dimensions of one’s personality, individuals can gain valuable insights that contribute to ongoing self-improvement. Understanding how one perceives oneself across various aspects of their character serves as a crucial foundation for continuous self-monitoring [18]. This process enables individuals to track their progress, identify areas for enhancement, and cultivate a deeper awareness of their strengths and areas that require attention.
2.4 Fostering task variables for learner efficacy
Based on Bandura’s theory of self-efficacy, students’ self-efficacy involves an individual’s judgments regarding one’s own ability to master a task [15]. Tasks are the learner engagements in performing an activity. Learning efficacy refers to the degree of an individual’s confidence in the actual application of skills and knowledge taught to them in either classroom or training sessions.
Efficacious students display a propensity for embracing intricate and demanding tasks. This proclivity is accompanied by adept time management and unwavering commitment to effectively decipher intricate conceptual challenges. Tasks fundamentally catalyze a heightened level of learner engagement, propelling a cognitive regulation process for the efficacious execution of assigned undertakings. Proficiency in this context encompasses task awareness, discerning the pertinence of varying tasks, methodically delving into task exploration, and ultimately showcasing productive mastery across a spectrum of learning scenarios. Such a multifaceted approach not only enhances the learning process but also underpins diverse forms of exemplary performance [8, 11, 23].
2.5 Practicing strategic knowledge for goal achievement
In the context of learning, strategic knowledge indicates the knowledge of the general strategies for learning, thinking, and problem-solving. Many strategies are required to plan, monitor, and regulate cognition which is the base of various performances. Strategies are the paths towards the goals and successful strategies are essential to ensure the achievement of goals [10, 25, 29].
Strategic knowledge plays a crucial role in problem-solving across various contexts, empowering individuals to tackle challenges with effectiveness and efficiency. In problem-solving, strategic knowledge refers to a deep understanding of different approaches, methodologies, and tools that can be employed to analyze and address complex issues. In everyday life, strategic knowledge enhances decision-making [30]. Individuals facing personal dilemmas or practical issues can tap into their strategic knowledge to explore different options, anticipate potential outcomes, and select the most suitable course of action. Furthermore, strategic knowledge fosters critical thinking. It encourages individuals to approach problems with a well-rounded perspective, considering multiple dimensions and possibilities. This holistic approach often leads to more comprehensive and effective solutions [13, 24].
Strategies encompass a range of approaches, techniques, and plans that individuals deploy to achieve their goals efficiently and effectively. At the core of this process lies strategic knowledge, which entails understanding on how to analyze situations, devise plans, allocate resources, and adapt approaches to overcome challenges and reach desired outcomes [30]. Teachers play a pivotal role in motivating learners to acquire and apply strategic knowledge effectively [28]. Their guidance and support can inspire students to develop a deep understanding of strategic approaches and their practical applications. Here is how teachers can contribute to fostering motivation and enthusiasm for strategic knowledge.
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3. Research methodology
3.1 Research design
The primary aim of this study is to investigate the utilization of metacognitive knowledge in enhancing learner holistic performance. To achieve this objective, a quantitative research design was chosen, with a particular emphasis on the collection and analysis of numerical data.
The researchers employed the survey method as the primary data collection technique. The study’s target population comprised teacher aspirants attending UG courses in Education. These students were selected as respondents based on their relevance to the research focus. As part of their academic curriculum, these individuals have been exposed to theoretical constructs related to metacognition. The selection of this particular group allowed for an examination of whether they effectively apply metacognitive knowledge to enhance their overall performance as learners. The present study included a sample of 178 students. This sample was chosen based on the criteria of having a foundational understanding of metacognitive knowledge through their academic coursework.
3.2 Instrument
To assess the respondents’ utilization of metacognitive knowledge for holistic performance, the survey instrument was carefully designed. The survey included questions that explored their awareness of metacognitive strategies, how they apply these strategies in their learning processes, and the impact of metacognition on their overall performance.
The scale comprises a series of items that require participants to self-assess their awareness and use of metacognitive knowledge related to person variable, task variable, and strategy variable. It includes statements related to the application of metacognitive knowledge in real-life scenarios, both within and outside the classroom. The scale is designed to measure the depth of participants’ metacognitive understanding and its practical utilization. It has three sections: Section 1 for assessing person variable, Section 2 for assessing task variable, and Section 3 for assessing strategy variable. The responses were patterned on a Likert Scale, ranging from 1 to 5 indicating Never, Rarely, Sometimes, Often, and Always. High scores indicate higher use of metacognitive knowledge, whereas low scores indicate minimum use of metacognitive knowledge. The instrument underwent professional critiquing for validity and reliability. The Cronbach alpha coefficient was found to be 0.95, and test-retest reliability results were found to be 0.91.
3.3 Data analysis and results
The obtained data were analyzed to find out the mean scores. These are presented in Tables 1–3.
| Sl no | Statement | Mean | Interpretation |
|---|---|---|---|
| 1 | My self concept guides me to make apt decisions | 3.85 | Often |
| 2 | I can utilize my strengths in various aspects of my life | 4.64 | Always |
| 3 | I always consider how others perceive me in social context | 3.13 | Sometimes |
| 4 | I can adjust my behavior in social settings | 4.6 | Always |
| 5 | I try to align my beliefs and values with social norms | 3.69 | Often |
| 6 | My personal experience influences my interactions | 2.98 | Sometimes |
| 7 | I work on improving my weakness to achieve personal growth | 4.63 | Always |
| 8 | My past experience always helps me for better actions. | 4.32 | Often |
| 9 | My self-esteem inspires me to maintain healthy life | 3.81 | Often |
| 10 | My reflection on my self help me for emotionally stable | 3.58 | Often |
| Mean of Total Score | 3.91 | Often |
Table 1.
| Sl no | Statement | Mean | Interpretation |
|---|---|---|---|
| 1 | I have a clear and organized system for managing tasks and responsibilities. | 3.52 | Often |
| 2 | I allocate specific time slots for important tasks to ensure they get done | 3.37 | Sometimes |
| 3 | I keep a tidy and organized workspace that promotes productivity. | 3.42 | Sometimes |
| 4 | I use digital and physical tools to manage and track my tasks efficiently. | 3.9 | Often |
| 5 | I regularly create to-do lists or task schedules to stay on top of my work | 3.82 | Often |
| 6 | I am skilled at prioritizing tasks based on their importance and urgency. | 4.28 | Often |
| 7 | I set aside dedicated time for my most critical tasks. | 4.56 | Always |
| 8 | I set clear, measurable, and achievable goals for myself | 3.98 | Often |
| 9 | I am open to change and adaptable when faced with unexpected obstacles. | 3.75 | Often |
| 10 | I regularly achieve the goals I set, and this gives me a sense of accomplishment | 2.89 | Sometimes |
| 11 | I regularly review and adjust my time management strategies for better results. | 2.73 | Sometimes |
| 12 | I use time wisely by multitasking effectively when necessary | 3.94 | Often |
| 13 | I approach challenges with a problem-solving mindset, seeking creative solutions. | 3.83 | Often |
| 14 | I minimize distractions and interruptions during focused work periods | 3.35 | Sometimes |
| Mean of Total Score | 3.67 | Often |
Table 2.
Utilization of metacognitive knowledge-task variable for holistic performance.
| Sl no | Statement | Mean | Interpretation |
|---|---|---|---|
| 1 | I evaluate the effectiveness of the strategies I use and adjust as needed. | 2.56 | Sometimes |
| 2 | I seek guidance from others when deciding on the best strategy for a specific task. | 3.86 | Often |
| 3 | I have a clear plan for how to approach my long-term goals and objectives. | 3.97 | Often |
| 4 | I use a variety of strategies when faced with complex challenges to find the most efficient solution. | 3.64 | Often |
| 5 | I can effectively choose the right strategies to achieve my goals in different areas of life. | 3.23 | Sometimes |
| 6 | I adapt my strategies based on the nature and requirements of the task at hand. | 4.12 | Often |
| 7 | I reflect on my past experiences to determine which strategies have been most successful for me. | 3.67 | Often |
| 8 | I am confident in my ability to choose the most appropriate problem-solving methods. | 3.32 | Sometimes |
| 9 | I consider different approaches before deciding on the best one for a given task. | 4.66 | Always |
| 10 | I find it easy to match the right strategy to the right situation | 4.18 | Often |
| 11 | I ensure that I make efficient use of my resources and time | 3.21 | Sometimes |
| Mean of the Total Score | 3.67 | Often |
Table 3.
Utilization of metacognitive knowledge-strategy variable for holistic performance.
Table 1 shows the use of person variable of metacognitive knowledge for holistic performance. The statement ‘I can utilize my strengths in various aspects of my life’ scored highest with a mean of 4.64. The statement ‘My personal experience influences my interactions’ scored the lowest with a mean of 2.98. The mean total score is 3.91, which indicates that the respondents often utilizes the person variable of metacognitive knowledge.
Table 2 shows the use of task variables among the respondents. The statement ‘I set aside dedicated time for my most critical task’ scored highest with a mean of 4.56. The statement ‘I regularly review and adjust my time management strategies for better results’ got the lowest score with a mean of 2.73. The mean total score is 3.67, which shows that the respondents often make use of the task variable of metacognitive knowledge.
Table 3 shows that the statement ‘I consider different approaches before deciding on the best one for a given task’ scored the highest with a mean of 4.66. The statement ‘I evaluate the effectiveness of the strategies I use and adjust as needed’ got the lowest score 2.56. The mean total score is 3.67, which indicates that the respondents often use the strategy variables of metacognitive knowledge.
The tables also reveal that person variables are the most utilized component of metacognitive knowledge having a mean of 3.91. The task variables and strategy variables are equally used with a mean of 3.67. Thus, all these three variables are often used by students for enhancing their holistic performance.
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4. Discussion
The sample for the present study was undergraduate Education students, who have adequate awareness about metacognitive knowledge through their course. The findings show that these respondents always utilize their strengths, adjust well to social situations, set aside time for doing important tasks, and choose the best strategies for performance. The respondents often utilize person-related awareness, task-related knowledge, and strategy knowledge for performing well in various fields. This aligns with the findings of other research [25, 26, 27].
The study demonstrates that these respondents consistently utilize their strengths and adapt effectively to social situations. This finding is in line with the model of self-regulated learning, where self-awareness of one’s strengths and weaknesses is considered a vital component of metacognition. The ability to adapt to social situations may also be attributed to metacognitive skills, which facilitate the regulation of social interactions [20]. Respondents consistently choose the best strategies for performance. This aligns with research on metacognitive regulation that emphasizes the importance of strategy knowledge in enhancing performance [17, 31]. The respondents’ ability to select and apply appropriate strategies suggests a high level of metacognitive competency. These findings have significant implications for educators. It suggests that metacognitive knowledge should be emphasized in the curriculum, as it equips students with valuable skills for self-regulated learning and personal development [32, 33]. Educational institutions should consider incorporating metacognitive training programs to enhance students’ awareness and the use of metacognitive knowledge.
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5. Conclusion
The present study highlights the importance of the three-component framework of metacognition, consisting of self-knowledge, task knowledge, and strategic knowledge. This underscores the importance of self-awareness, task understanding, and strategy application in the pursuit of effective learning and problem-solving [24]. This holistic approach enhances learners’ ability to adapt, optimize, and excel in various cognitive endeavors, contributing to their overall growth and success.
To guide learners effectively in achieving their educational and personal growth goals, precise regulation of these components becomes paramount. Personal variables, task variables, and strategy variables intertwine harmoniously within this framework [31]. This comprehensive structure equips individuals with the necessary tools to embark on purposeful and introspective learning journeys. By harnessing self-knowledge, learners gain the ability to tailor their learning strategies in alignment with their distinct attributes [13]. Simultaneously, task knowledge provides a clear comprehension of the cognitive landscape, whereas strategic knowledge empowers learners to navigate this terrain with skillful precision. Teachers need to guide learners towards mastering the art of task selection, integration, and execution to pave the way for a more successful and fulfilling journey towards learners’ goals. Metacognition assists students in developing problem-solving and critical thinking skills. Incorporating metacognitive knowledge into teaching practices can have a profound impact on student learning and holistic development. It helps students become more independent, self-regulated learners who are better prepared for the demands of the modern world. Teachers play a crucial role in facilitating this process and supporting students’ metacognitive growth.
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