COGNITIVE AND METACOGNITIVE INFORMATION ACQUISITION STRATEGIES AS THE BASIS FOR SELF-REGULATED LEARNING

Abstract

The article investigates the interrelation between cognitive and metacognitive learning strategies and motivation as key components of self-regulated learning. The relevance of this research is underlined by the challenges posed by modern educational environments, including the COVID-19 pandemic, war-related stressors, and the integration of artificial intelligence into learning contexts. The authors emphasize that excessive reliance on digital technologies may lead to diminished self-regulation skills, loss of motivation, and limited critical thinking capacity.
The purpose of the article is to outline the theoretical and methodological foundations of the continuity of self-regulated learning in the context of the relationship between cognitive and metacognitive strategies. It aims to identify the most significant components for developing a theoretical model of metacognitive control.
The article presents a comprehensive literature review, referring to both classical and contemporary studies on educational strategies, cognitive development, and metacognitive awareness. The authors describe how cognitive strategies–such as repetition, summarizing, note-taking, and organizational techniques–support knowledge acquisition. They also emphasize the role of metacognitive strategies, which include planning, monitoring, and regulation of learning.
The research addresses how students process, store, and retrieve information by utilizing internalized strategies, highlighting the importance of personalized and intentional learning behaviors. Attention is given to taxonomies, such as Bloom’s taxonomy and Cohen’s classifications, to frame strategic approaches. Furthermore, various learning tools such as mind maps, the method of loci, the Cornell note-taking system, and the keyword method are discussed in their contribution to cognitive enhancement.
One of the core conclusions of the article is that metacognition enables students to select and adjust learning strategies based on task complexity, context, and individual needs. The authors argue that cognitive strategies cannot be fully effective without metacognitive awareness, and teaching students about the function and application of these strategies enhances their academic performance and long-term motivation.
The study concludes with a recommendation to embed strategy instruction–particularly metacognitive strategy training–into higher education curricula. Such integration not only strengthens student autonomy and learning efficacy but also prepares future professionals for adaptive and resilient thinking in uncertain and dynamic environments.