PEDAGOGICAL POSSIBILITIES OF THE METACOGNITIVE APPROACH IN DEVELOPING THE ABILITIES OF FUTURE ENGINEERS
Keywords:
metacognition, engineering, pedagogy, cognition, reflection, innovation, creativity, motivation, assessment, competence.Abstract
This study explores the pedagogical potential of the metacognitive approach in developing the professional abilities of future engineers. The research emphasizes the importance of metacognitive strategies, including planning, monitoring, and self-evaluation, in improving learning effectiveness and professional competence. The study analyzes the role of metacognition in fostering critical thinking, independent learning, creativity, and engineering problem-solving skills within higher education. It also examines the integration of metacognitive approaches with project-based learning and digital educational technologies to enhance students’ academic performance and lifelong learning abilities. The findings suggest that the systematic implementation of metacognitive instruction contributes to the preparation of innovative, adaptable, and highly qualified engineering professionals capable of addressing complex technological challenges in modern industry.
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