Metacognition, the ability to monitor, regulate, and control one's own cognitive processes, plays a pivotal role in learning and academic success. This research paper provides a comprehensive review of studies investigating the relationship between metacognition and education. Drawing from a wide range of research, this paper explores the theoretical foundations of metacognition, its significance in educational contexts, and various strategies for fostering metacognitive skills in learners. The paper also discusses the implications of metacognition for curriculum design, instructional practices, and assessment methods. By synthesizing the findings from diverse research studies, this paper aims to offer educators, researchers, and policymakers a nuanced understanding of the multifaceted interplay between metacognition and effective learning.
Metacognition, Educational settings, Self-regulated learning, Cognitive development, Reflective learning, Self-awareness, Critical thinking, Problem-solving
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