Authors
- Gubina Galina G. Ph.D. in Pedagogy
Annotation
The rapid development of information technologies, constantly expanding volumes of information, and new labour market demands are increasing the importance of cultivating students’ metacognitive skills as a key component of professional competence. This study focuses on secondary vocational education due to its crucial role in training qualified personnel, the underdeveloped implementation of metacognitive approaches in this sector, and the need to strengthen, apply, and expand theoretical and methodological frameworks for developing students’ metacognitive abilities. The research aims to identify the key conditions for implementing the metacognitive approach in secondary vocational education, addressing the need to create supportive learning environments that enable students to master their specialties effectively while developing capacity for continuous learning and professional development. The study employs an integrated approach that systematically examines implementation possibilities, drawing on the system-activity approach, cognitive psychology theory, constructivist pedagogy, reflective educational approaches, and competence-based approaches. The findings outline key directions for developing the metacognitive approach in vocational education: integrating metacognitive principles into federal
state educational standards, designing specialized courses and modules, enhancing teacher qualifications through professional development programs, and creating digital support tools.
How to link insert
Gubina, G. G. (2025). A COMPLEX OF CONDITIONS FOR IMPLEMENTING THE METACOGNITIVE APPROACH IN SECONDARY VOCATIONAL EDUCATION Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 19 (4), 80. https://doi.org/10.24412/2076-9121-2025-4-80-97
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