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Oct 29, 2026Keywords:
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Main Article Content
The Cognitive-Metacognitive System in Learning: A Theoretical Framework with Examples in STEM Domains
Desta Berhe Sbhatu
Nabilah Abdullah
Abstract
Metacognition helps educators develop and use better teaching and learning strategies, contexts, and materials. However, the development and use of such strategies, contexts, and materials require understanding how metacognition promotes the efficiency of the cognitive system. Therefore, this article aims to propose a cognitive–metacognitive system that illustrates how the metacognitive system enhances cognitive efficiency. To this end, publications by pioneering researchers in metacognition were retrieved and critically analyzed. Based on the analysis, we described the components and subcomponents of metacognition, elaborated the scheme of metacognitive control and monitoring, and proposed an outline of the operations of the cognitive–metacognitive system. The cognitive system performs activities to achieve cognitive goals, while the metacognitive system provides adaptive support that enhances its efficiency. The proposed cognitive-metacognitive system processes cognitive inputs (e.g., information, lessons, observations, problems, and tasks) and yields cognitive outputs (e.g., actions, artifacts, and behaviors) via a six-step sequence of mental activities, illustrated with examples from STEM education. The six-step framework indicates that (a) metacognitive awareness helps the cognitive system identify and deploy cognitive knowledge and strategies, and (b) metacognitive strategies regulate and enhance cognitive processing. The framework is believed to advance research and practice in STEM education and across educational domains.
