METACOGNITION AND ITS EFFECT ON HIGHER EDUCATION LEARNING PROCESSES

Abstract

The effect of metacognitive techniques on improving English teachers' capacity for independent learning is examined in this article. The study presents a framework that incorporates metacognitive strategies like self-regulation, reflection, and strategic planning, acknowledging the critical role that self-directed learning plays in professional development. A mixed-methods approach was used, with qualitative interviews to learn more about the experiences of teachers and quantitative surveys to measure changes in independent learning behaviors.