Metacognitive strategies as a factor of students’ universal learning activities formation
Abstract. The article examines the problem of metacognitive strategies in the educational process as a factor in enhancing the quality of education. Today, there is a transition in student learning from the simple reproduction of knowledge to the formation of critical and independent thinking. In this regard, approaches to learning based on attention management, monitoring the level of understanding of the material, and correcting learning activities start playing a key role. Metacognitive strategies enable students to go beyond passive perception of information, transforming the learning process into a conscious and active activity. The theoretical overview encompasses key aspects of students’ metacognitive competence formation, including the development of planning, monitoring, and self-assessment skills. In addition, the difficulties encountered in its formation are noted: the lack of methodological training among teachers, the low level of educational motivation among some students, as well as the dominance of traditional learning models that focus on the transfer of ready-made knowledge. The practical part of the article contains recommendations on integrating metacognitive strategies into the learning process, including the use of reflective tasks, training diaries, self-examination techniques, and formulating meta-questions. Special attention is given to the fact that the systematic application of these strategies contributes to the improvement of academic performance and the development of universal learning activities necessary for ongoing education.