PEDAGOGICAL CONDITIONS FOR FORMING METACOGNITIVE REFLECTION IN HIGHER EDUCATION
Keywords:
Metacognition, reflection, self-regulated learning, pedagogy, higher education.Abstract
This article examines the pedagogical conditions that support the formation of metacognitive reflection in higher education. The analysis shows that metacognitive reflection develops most effectively when instruction includes reflective tasks, explicit strategy teaching, guided self-monitoring, feedback-rich learning, and teacher modeling of thinking processes. These conditions strengthen students’ ability to plan, monitor, evaluate, and regulate their own learning.
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