In teaching-learning process, metacognitive learning, or "thinking about thinking," is considered a powerful approach that enables learners to reflect on their own learning processes and acquisition, identify areas for improvement, and develop self-regulated learning habits. This empowers students to take ownership of their own learning, set goals, and seek strategies development in order to achieve them. By cultivating this approach with the teachers making it feasible, it is favourable to say that an improved academic performance, increased motivation, and enhanced overall learning outcomes will be achieved.

Additionally, in order to attain the aims of this approach, key components such as planning, monitoring, and evaluating should be put into consideration. In this way, learners plan their approach to learning tasks, monitor their progress, and evaluate the effectiveness of their strategies which in turn, it helps develop a deeper understanding of their strengths, awareness of their weaknesses, and learning preferences as well.

According to John Flavell (1979), "Metacognition refers to one's knowledge concerning one's own cognitive processes and products or anything related to them," which highlights the significance of self-awareness in learning as well as understanding on how these are presented. Similarly, Ann Brown (1987) emphasizes as well that "metacognition is a critical component of learning, as it enables learners to understand how they learn and to take control of their own learning."

Furthermore, in educational system, metacognitive learning can be applied in various contexts. With the application of these metacognitive practices, such as self-assessment, peer feedback, and reflective journaling, educators encourage and enable learners to become more autonomous and independent, self-directed in terms of seeking ways for improvement when assessment is made, and effective or efficient learners in general. So, with the development of metacognitive skills, students become more knowledgeable to confidently tackle complex challenges, adapt to certain situations with flexibility and resourcefulness and efficiently achieve their goals with competence.

Hence, by integrating metacognitive learning into educational practices, it can be said that a new level of learning potential, new culture of self-directedness, and lifelong learning will potentially be developed among students which will empower them in facing real-world situations.

References:

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.

Metacognitive Learning: A Cultivation of Self-directed Learning