The metacognitive triad as a pedagogical and technological innovation for strengthening generic competencies in higher education

Bibliographic Data

ID22437005
AuthorsMaría-Cristina Gamboa-Mora (Universidad Nacional Abierta y a Distancia, corresponding author), Grace-Judith Vesga-Bravo (Universidad Antonio Nariño), Fernando Hernández López (Universidad Nacional Abierta y a Distancia), Adiela Zapata-Zapata (Universidad Antonio Nariño)
Year2026
Volume5
Issue1
Publication date2026-04-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscover Education (JOURNAL)
Journal identifiersISSN: 2731-5525 • E-ISSN: 2731-5525
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-026-01478-x
OpenAlexW7155769616
LanguageEN
References cited52

In the university environment, strengthening students’ metacognitive skills is considered relevant for its contribution to the development of critical thinking, autonomy and self-regulation, which are aspects that favor learning. The objective of this study is to create a pedagogical innovation strategy called the Metacognitive Triad, to promote the skills of self-recognition, self-planning, and self-management of knowledge. This mixed-methods research was framed within an action research approach. The study was conducted in two main phases: a diagnostic phase involving 1,204 students from three Colombian universities, followed by an intervention phase with 75 students who participated in the full implementation and validation of the strategy. The functional prototype of the Metacognitive Triad was structured around six implementation resources and was validated using the Metacognitive Awareness Inventory (MAI). The findings indicate that the implementation of the Metacognitive Triad promotes self-knowledge, strengthens cognitive processes, fosters awareness of learning, improves study habits, and contributes to the development of students’ generic competencies in higher education. Current automation will facilitate the processing of collected data and the generation of individualized reports.

Autonomy · Cognition · Critical thinking · Higher education · Metacognition · Higher Education Teaching and Evaluation · Innovative Teaching and Learning Methods · Reflective Practices in Education

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