Empowering University Learning: Metacognition and Self-Regulation Strategies for Academic Success
Keywords:
Metacognition, student autonomy, neuroeducation, higher education, pedagogical strategiesAbstract
Introduction: Metacognition and self-regulation of learning are essential skills for promoting autonomy and critical thinking in higher education. Objective: The objective of this review is to describe trends in the literature on metacognitive and self-regulatory strategies in higher education. Methodology: This study conducted a literature review to analyze literature from 2010–2025 on metacognitive and self-regulatory strategies in the university setting, integrating contributions from educational neuroscience. Results: The results show that practices such as self-assessment, strategic planning, formative feedback, and the use of active technologies strengthen academic autonomy. Likewise, the added value of neuroscience is highlighted, considering emotional and motivational factors that directly affect learning. Discussion: The need for pedagogical approaches that integrate theory, practice, and institutional conditions is emphasized. Although the strategies analyzed have high potential, their implementation faces formative and structural barriers, especially in Latin America. Conclusion: It is concluded that it is key to promote policies and programs that articulate pedagogy and neuroscience to foster more solid and sustained student autonomy.
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