The Nature and Structure of Metacognition and Metacognitive Skills in the Context of Digital Transformation: a Theoretical Review

Abstract

The article presents a theoretical review of the concept of metacognition and metacognitive skills as a foundation for further research in educational psychology and teacher education. The topic is situated within the context of international “21st century skills” frameworks (the OECD Learning Compass 2030) and European frameworks for digital competence and lifelong learning (DigComp 2.2), which place metacognitive and reflective skills among the expected outcomes of contemporary education. The article traces the evolution of the concept itself from Flavell’s (1979) foundational work to contemporary structural models distinguishing metacognitive knowledge (declarative, procedural, conditional) from metacognitive regulation (planning, monitoring, evaluation). The main theoretical debates in the field are examined – whether metacognition is a single, general construct or a system of partially independent, domain-specific processes – as well as its relationship to related but distinct constructs such as self-regulated learning, executive functions, and motivational self-efficacy. A critical review of the main approaches to measuring metacognition (self-report questionnaires, protocol-based methods, product-based indicators) is presented, along with their advantages and limitations. The article concludes with a brief outline of the specificity of metacognition in the context of STEM education and digital environments, together with concrete directions for future research, laying the groundwork for a forthcoming study on the metacognitive competence of mathematics and computer science teachers.