Purpose: This study examines the relationship between metacognition and creative problem-solving ability among learners engaged in case-based learning in an esthetic device management course. Additionally, it explores how practical competency processes develop through analysis of learners’ reflective records.Methods: A mixed-methods design was employed, integrating quantitative and qualitative approaches. Quantitative analysis assessed the correlations between metacognition and creative problem-solving ability, whereas the qualitative process used thematic analysis of learners’ reflective records.Results: The planning–regulation and monitoring components of metacognition was positively associated with creative problem-solving ability, whereas the evaluation component was not. The qualitative analysis identified two core themes: skin reaction–based micro-adjustment and proficiency in the application of skincare devices. These indicate that reflection-in-action, characterized by immediate strategy modification during practice, plays a critical role in enhancing the quality of task performance.Conclusion: In esthetic education, metacognition functions as a reflective practice that enables real-time situational judgment and strategic adjustment. These findings suggest the need to strengthen reflection-based instructional designs that incorporate ill-structured case situations in future curricula.
Jaeeun Lee (Thu,) studied this question.