Metacognitive strategies in education: Fostering self-regulated learning across disciplines and learning environments

Salah M. Ali

doi:10.32674/3hd5e589

Authors

Salah M. Ali University of Tabuk, Saudi Arabia

DOI:

https://doi.org/10.32674/3hd5e589

Keywords:

Self-regulated learning, metacognitive strategies, online learning, traditional classroom, educational effectiveness.

Abstract

Effective self-regulated learning (SRL) is key to academic success, and metacognitive strategies are essential in supporting it across disciplines. This study investigates how metacognitive strategies enhance SRL in online and traditional classrooms. Employing a mixed-methods design, this study analyzed data from questionnaires, educator interviews, and classroom observations involving 300 students. The results show that the use of metacognitive strategies is positively correlated with academic success, with variation across learning environments. Educators reported inconsistent integration of strategies, underscoring the need for standardized approaches. The study recommends tailored solutions: digital tools for online self-regulation and collaborative activities for traditional settings. The study advocates for educator training programs to systematically embed metacognitive strategies into instruction.

Author Biography

Salah M. Ali, University of Tabuk, Saudi Arabia

SALAH M. ALI, PhD, is a Senior Lecturer at the English Language Institute, University of Tabuk, Saudi Arabia. His major research interests lie in the areas of self-regulated learning (SRL), metacognitive strategy instruction, and educational technology integration in both online and traditional learning environments. Dr. M. Ali’s work focuses on enhancing learner autonomy through evidence-based pedagogical practices, and he has led mixed-methods research exploring how metacognitive strategies impact academic success across instructional contexts. He is also committed to educator development, advocating for systematic training programs that embed metacognitive strategy use into classroom instruction to improve student outcomes. Email: sa.ali@ut.edu.sa

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