Advancing equity through metacognitive instruction in higher education: a systematic review

A systematic review examined the role of student metacognition, including knowledge, monitoring, and regulation, in higher education academic success. It identified common self-monitoring issues such as the Dunning-Kruger effect and calibration errors. The review aimed to synthesize global empirical evidence on these errors and assess the effectiveness of institutional and instructional practices in reducing them and promoting educational equity.

Understanding and addressing metacognitive deficits is vital for enhancing educational outcomes and ensuring equitable opportunities across the student population. Effective interventions in this area can significantly improve academic success metrics and foster a more inclusive learning environment.

University students' metacognition (knowledge, monitoring, regulation) is crucial for academic success.

Forward consideration, not a verified fact.