Editorial Open Access

Metacognition in Learning: Enhancing Self-Regulated and Effective Educational Practices

Abstract

Metacognition in learning refers to the awareness and regulation of one’s own cognitive processes during learning. It plays a crucial role in helping learners plan, monitor, and evaluate their understanding and performance. Research in educational psychology shows that students with strong metacognitive skills tend to achieve higher academic success, as they are more capable of selfregulated learning and problem-solving. This article explores the concept of metacognition, its components, and its significance in educational settings. It also discusses strategies for developing metacognitive skills in learners and the role of teachers in fostering reflective learning environments. By integrating metacognitive practices into teaching and learning processes, education systems can significantly improve student achievement and lifelong learning capabilities.

Anjali Sharma

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