INTEGRATIING METACOGNITIVE STRATEGIES IN MEDIA, ARTS, ANDEDUCATION CURRICULA: A PATHWAY TO NATIONAL DEVELOPMENT

Abstract

Metacognition, the awareness and regulation of one’s cognitive processes, playsatransformative role in educational settings, especially when integrated into media, arts, andbroader education curricula. This article presents a systematic literature review aimedat analyzing the relevance and application of metacognitive strategies across these domains andtheir potential to contribute to national development. Utilizing Flavell’s Model of Metacognition and Vygotsky’s Theory of Self-Regulation as theoretical frameworks, the study draws on peer-reviewed literature to explore how metacognitive instruction enhances critical thinking, creativity, and learner autonomy. The findings reveal revealed that deliberate incorporation of metacognitive strategies significantly improves student(s) learning outcomes, fosters reflective practice, and cultivates self-regulated learners prepared for complex societal roles. These insights affirm the value of embedding metacognitive practices in curriculum design and implementation to empower learners and educators towards sustainable development national transformation.