THE INTERRELATION OF THE METACOGNITIVE COMPONENT AND TIME MANAGEMENT TECHNOLOGY IN DEVELOPING STUDENTS' INDEPENDENT LEARNING COMPETENCE

Abstract

This article analyzes the role of the metacognitive component in the formation and development of students’ competence for independent learning, as well as its interrelation with time management technologies. The metacognitive component—referring to the ability to monitor, evaluate, and regulate one’s own thinking processes—supports students in self-regulation, conscious planning of their learning activities, and enhancing learning outcomes. The article examines the theoretical foundations of metacognition and time management technologies and offers methodological recommendations for improving the effectiveness of independent learning through their integration. The research findings demonstrate that time management strategies developed based on the metacognitive approach have a significant impact on enhancing students’ sense of responsibility, motivation, and self-assessment skills in relation to independent learning.