Vol. 11, Issue 2, Part D (2025)

Abstract
Meta-cognition is the awareness and control of one’s thinking process, which involves planning, monitoring, and evaluating the thinking process. The objective of this systematic literature study is to study and analyze the findings related to metacognitive skills and strategies on students’ learning from 2015 to December 2024. This study was carried out by following the PRISMA guidelines. A thorough search for papers was performed in the databases, i.e. Scopus, Google Scholar, ERIC, JSTOR, and Springer databases, in December 2024. A total of 277 results were discovered following preliminary searches in the database. For the final analysis, 46 studies were selected from this list of studies. Location-wise, the majority of research has been conducted in Asia, with Indonesia and India being the leading contributors, while Turkey was the most prominent contributor from Europe. The results demonstrated a strong positive correlation between metacognitive skills and the academic performance of students across diverse educational contexts, particularly in STEM fields. It was also found that metacognitive strategies enhance self-regulation, problem-solving, critical thinking, and creativity, contributing to improved learning outcomes for students. Gender differences in metacognition remain inconsistent, though females often exhibit higher metacognitive awareness. Additionally, metacognitive strategies such as concept mapping, journal writing, critical thinking, organization, and thinking aloud have been demonstrated to be particularly effective in enhancing students' self-regulation, reducing anxiety, and fostering deeper learning regardless of the educational setting.