TECHNOLOGIES FOR SHAPING STUDENTS’ METACOGNITIVE REFLECTION THROUGH INTERACTIVE METHODS IN HIGHER EDUCATION

Abstract

Interactive teaching methods are particularly effective for developing students’ metacognitive reflection because they engage learners in active thinking, self-monitoring, and feedback-driven revision. In higher education, metacognitive reflection helps students become more aware of how they learn, how they solve problems, and how they regulate cognition and emotion during academic tasks. This article examines the pedagogical technologies that support metacognitive reflection through collaborative tasks, reflective prompting, problem-based learning, peer dialogue, decision diagrams, and structured self-assessment. Based on ten verifiable sources, the article argues that interactive methods improve metacognitive awareness when they are systematic, scaffolded, and integrated into course design.