This report examines the nature of metacognition and its role in supporting students’ academic development. It begins by depicting the overall effect of metacognition on college students’ learning through examining some meta-analyses, systematic reviews, and empirical studies of metacognitive supportive practices in higher education classrooms. Next, the report outlines three mechanisms in explaining how metacognitive knowledge, the regulation of cognition, and metacognitive experiences support learning. Research reviews suggest that metacognitive instruction can support student learning across disciplines, especially when it is explicitly taught and embedded in course tasks. At the same time, differences in study design, measurement, and instructional context mean that its effects vary, and findings should be interpreted with caution rather than as universally applicable.

Further, the report connected the findings from the reviews to the pedagogical recommendations for DKU faculty and other intellectual communities by identifying key principles of effective metacognitive instruction, including the importance of giving explicit instruction, emphasizing regulation, providing resources, promoting collaboration, and offering flexible support. Practical classroom strategies, such as structured reflection, peer collaboration, and ongoing dialogue, are presented as ways to cultivate metacognitive skills and empower students to take control of their learning. In light of the opportunities and challenges posed by GenAI, this report also synthesizes findings from recent reviews and studies on its impact on learners’ metacognition, ensuring that the pedagogical recommendations remain aligned with current teaching and learning conditions in higher education.