This article analyzes the importance of the metacognitive approach in developing sanogenic reflection in students. In modern higher education, the formation of students’ professional knowledge and practical skills should be accompanied by the development of self-awareness, emotional self-regulation, reflective thinking, and the ability to manage one’s own cognitive and emotional processes. Sanogenic reflection is considered a constructive form of self-analysis that helps students understand their thoughts, emotions, behavior, and learning experience from a healthy and development-oriented perspective.
Murodulla Kaxramonovich Ismailov (Sat,) studied this question.