DIGITAL RESOURCES IN THE DEVELOPMENT OF FUTURE TEACHERS’ METACOGNITIVE COMPETENCE IN ACADEMIC SETTINGS

Abstract

The article addresses the impact of digital resources on the development of future teachers’ metacognitive competence in an academic environment, which determined the aim of the study.

The subject under investigation is examined through students’ ability to formulate tasks independently, design a trajectory of activity, anticipate outcomes, monitor effectiveness, analyse difficulties, and introduce well-grounded changes to the decisions made.

The research methods included theoretical analysis, synthesis, systematisation, generalisation, and pedagogical modelling. The integration of the research tools facilitated the comparison of the components of future teachers’ digital, professional, and metacognitive training, the distribution of the functions of electronic tools, and the reproduction of the logic of self-regulated pedagogical action.

The research procedure made it possible to determine the content of metacognitive competence, organise digital tools according to the stages of professional activity, and establish the conditions for their pedagogically sound application.

The sequence of developing the competence specified by the research topic was traced through the learner’s personal transition from task awareness and planning to implementation, monitoring, evaluation, and correction. The functional capabilities of electronic platforms, library repositories, videoconferencing tools, testing and visualisation systems, portfolios, and digital journals were analysed in terms of their ability to support each stage of this transition.

The research results made it possible to establish the auxiliary role of digital tools in achieving the intended objectives through the formation of a stable relationship between the aim, the orientation of the activity, the data obtained, and subsequent decisions.

Curricular coherence, methodological support from academic staff, equal and accessible use of resources, assessment of pedagogical and metacognitive changes, and the gradual nature of implementation were identified as essential conditions.

A five-stage cycle was constructed, encompassing task setting, plan development, implementation accompanied by ongoing monitoring, evaluation, and adjustment.

The use of a digital metacognitive journal during teaching practice was proposed to record anticipated outcomes, reasons for particular choices, the course of a lesson, self-assessment, and further intentions.

The necessity of preserving not only completed works but also their intermediate versions and explanations of the changes introduced was substantiated.

The conclusions substantiate that the metacognitive effect arises not from the mere incorporation of technology but from the organisation of conscious and purposeful engagement with it. A digital resource can support future teachers’ pedagogical agency provided that they use it to justify their choices, verify their intentions, identify errors, and reconsider their strategies of professional activity.