This article provides a comprehensive analysis of the cognitive-psychological mechanisms underpinning the development of metareflective thinking among university students within the learning process. Metareflective thinking refers to the learner’s ability to observe, evaluate, and consciously regulate their own cognitive operations, adjust learning strategies, identify errors, and enhance information processing efficiency. The study explores core psychological components such as metacognitive monitoring, reflective analysis, cognitive control, intellectual flexibility, academic motivation, and self-regulation processes. Additionally, pedagogical factors that foster metareflective thinking—facilitative teaching approaches, problem-based learning tasks, reflective writing activities, and digital self-assessment tools—are examined for their role in enhancing students’ awareness of their learning trajectory.
Baxtiyar Turganbayevich Aytmuratov (Fri,) studied this question.