Knowledge Resource
Research Summary: Advancing equity through metacognitive instruction in higher education: a systematic review
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 3 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- University students' metacognition (knowledge, monitoring, regulation) is crucial for academic success.
- Students frequently exhibit systematic self-monitoring problems, including the Dunning-Kruger effect, calibration errors, and fluency illusions.
- A systematic review was conducted to collate empirical evidence on these metacognitive errors.
- The review aimed to examine the structural effectiveness of institutional and instructional interventions for error reduction and equity promotion.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1923827
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Citation
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Verification
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- Verification ID
- ASA-EXE-2026-01111
- Version
- v1.0 · r0
- Issued
- 3 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Advancing equity through metacognitive instruction in higher education: a systematic review
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.