Technology and the Metacognitive Mind: Foundational Concepts in Self-Regulated Learning

Abstract

The integration of technology into educational contexts has profoundly reshaped how learners monitor, control, and reflect on their cognitive processes collectively known as Metacognition. In tandem, self-regulated learning (SRL) has emerged as a crucial educational outcome and process, deeply intertwined with metacognitive skills. This paper explores the conceptual underpinnings of technology-mediated Metacognition within the broader framework of self-regulated learning. It examines the theoretical foundations of Metacognition and SRL, the evolving role of digital tools in scaffolding metacognitive strategies, and the affordances and limitations of these technologies. Drawing from contemporary research and models such as Zimmerman’s SRL model, Winne and Hadwin’s model of self-regulation, and the ICAP (Interactive, Constructive, Active, and Passive) framework, the paper investigates how various technologies -including intelligent tutoring systems, learning analytics dashboards, and metacognitive prompts - support learners in becoming more self-regulated. The paper concludes by outlining implications for educational practice and future research directions.