Abstract

VILLEGAS ROJAS, Jenny Soledad; ORTIZ GUEVARA, Edgar Rodrigo; CRIOLLO BARRERA, Laura Ines  and  NORONA RAMIREZ, Eugenia Magdalena. Metacognitive strategies for the training of researchers in higher education. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS04012025.  Epub June 25, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.147.

The training of researchers in Ecuadorian higher education is hindered by the limited implementation of metacognitive teaching strategies, which negatively impacts the development of autonomous and competent research skills. This study addresses this problem by analyzing the influence of these strategies and the pedagogical guidelines that strengthen investigative skills, using a mixed methodology with surveys of 450 students and interviews with 10 teachers. The data collected, focused on metacognitive planning, learning monitoring, and investigative reflection, revealed that although a majority of students (60%) perceive a positive impact on the clarity of their objectives and their ability to self-regulate, significant implementation challenges remain. These challenges, including lack of resources and inadequate teacher training, limit the potential of these strategies. In conclusion, the research demonstrates that metacognitive strategies are a fundamental tool to promote research training in Ecuador. However, to maximize its effectiveness, it is imperative to strengthen its implementation through substantial investment in teacher training and the provision of adequate resources. By doing so, a deeper learning process adapted to the individual needs of each student will be promoted, contributing to the training of more qualified and autonomous researchers.

Keywords : metacognition; teaching strategies; research training; higher education.

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