Autonomous learning and metacognition in high school: development of skills for the 21st century, a review from the literature

Abstract

This literature review article addresses the topic of autonomous learning and metacognition in high school, focusing on the development of skills for the 21st century. Nowadays, globalization and technological advancement place increasing demands on educational institutions, motivating the promotion of autonomous learning. Autonomous learning involves students making meaningful decisions about their educational process, self-regulating and self-assessing their needs. Metacognition, on the other hand, is essential for reflecting on one's own learning process and planning actions. The findings reveal a strong relationship between autonomous learning and metacognition. The development of the latter allows students to be more autonomous, efficiently plan their study, select appropriate strategies and evaluate their progress. To foster these skills, teachers must create an educational environment that promotes reflection and teach specific metacognitive strategies. In addition, relevant educational theories, pedagogical approaches, and strategies such as project-based learning and cooperative learning are explored. The article highlights the importance of developing 21st century skills, such as learning and innovation, technological know-how, and life skills. It is emphasized that metacognition plays a crucial role, enabling reflection, cultivating autonomy, and promoting effective learning strategies. An analysis of educational approaches and strategies is presented, recognizing benefits and challenges, and highlighting the need to adapt to the demands of the 21st century in teaching.