**1. Introduction**

In the ever-evolving landscape of education, the quest for holistic learner development goes beyond the traditional boundaries of imparting academic knowledge. It now encompasses a profound understanding of a student's identity, emotions, and psychological well-being, as articulated by Seligman [1]. Simultaneously, it seeks to equip learners with the skills necessary to foster positive and effective interpersonal relationships. Education, in its truest essence, becomes a vehicle not only for academic excellence but also for nurturing lifelong learners, capable of thriving in an everchanging world. In this pursuit, metacognition emerges as a pivotal concept, allowing students to delve into the intricacies of how they learn, problem-solve, and make decisions. By integrating metacognitive strategies into educational practices, educators empower students to take ownership of their learning journeys [2–4]. This not only enhances their academic performance but also equips them with the adaptability and critical thinking skills required in the contemporary world.

The theoretical underpinnings and empirical insights surrounding metacognitive knowledge offer valuable guidance to educators, seeking to nurture comprehensive learner development [5, 6]. As De Coninck et al. [7] have underscored, holistic learner development spans cognitive, emotional, social, and ethical dimensions [8]. It transcends the mere acquisition of knowledge and skills, aiming to cultivate well-rounded individuals who possess empathy, ethical decision-making abilities, adaptability, and critical thinking skills. At its core, metacognition serves as the cognitive process that enables learners not only to comprehend what they are learning but also how and why they are learning [9].

Indeed, metacognition empowers individuals to monitor, regulate, and control their learning experiences [10]. However, the fruits of these learning experiences extend beyond the cognitive realm, touching upon emotional maturity, the formation of cordial social relationships, moral development, and an enriched esthetic outlook [11]. Learner development is the result of a self-reflective and self-regulatory mechanism, whereas learner engagement spans emotional, cognitive, and behavioral aspects [12]. As learners engage in metacognitive practices, they transform into active participants in their educational journeys. They gain the ability to assess their own understanding, identify their strengths and weaknesses, and adapt their strategies when faced with challenges [13].

This heightened self-awareness not only elevates academic performance but also equips learners with skills essential for personal and interpersonal success. As learners reflect upon their learning strategies and outcomes, they cultivate a profound sense of responsibility for their intellectual growth [14]. They are more likely to recognize the significance of values such as integrity, persistence, and ethical decision-making, both within and beyond the confines of educational contexts. Consequently, it becomes evident that metacognitive knowledge serves as the cornerstone of holistic learner development [15, 16]. To promote students' metacognitive development, teachers should also provide them with opportunities fostering metacognitive experiences, which in turn, will provide input to permanent metacognitive knowledge [13, 17].

Metacognitive knowledge serves as a cornerstone in promoting the cognitive dimension of holistic development. It fosters critical thinking and problem-solving skills. Learners who engage in metacognitive processes are more inclined to approach complex tasks strategically, breaking them down into manageable steps and assessing their progress, a perspective supported by Fogarty [18]. The teacher's awareness and application of metacognitive strategies in executing a task helps the learners to internalize metacognitive knowledge. It relies on the assumption that the teacher knows what strategies are appropriate to be implemented in the classroom and the benefits for their students [19]. Hence, the prospective teachers are to be trained in metacognitive skills [20].

As students become attuned to their learning styles and preferences through metacognition, they develop a profound sense of agency and ownership over their learning journey. This empowerment nurtures their emotional well-being and elevates their self-esteem as they realize their capacity to navigate the challenges inherent in the learning process. Metacognition extends its influence to enhance social interactions by promoting effective communication, empathy, and collaborative problem-solving. Learners who possess insight into their own cognitive processes are better equipped to recognize the diversity of approaches that others may employ, thus, fostering a culture of inclusivity and cooperation [8]. Moreover, metacognition equips students

*Perspective Chapter: Optimizing Metacognitive Knowledge for Holistic Learner Performance DOI: http://dx.doi.org/10.5772/intechopen.113792*

with the ability to be reflective and conscious of their emotions. This self-awareness allows them to exercise self-management, restraining themselves from impulsive actions. Such a knowledge is known as thinking about thinking which helps a person understand and control his or her own cognitive performance [2].

By examining the interconnected dimensions of holistic development and their interplay with metacognitive knowledge, educators can empower learners to evolve into well-rounded individuals capable of navigating the complexities of the modern world, with cognitive, emotional, and social dimensions in harmony. With this understanding as a backdrop, this research paper focuses on determining the extent to which metacognitive knowledge is utilized for holistic performance among learners. The study identifies the use of person variables, task variables, and strategy variables among undergraduate students pursuing Education as a discipline. The findings of the study may assist educators in planning metacognitive training for learners to enhance their personal and social skills in addition to their cognitive skills. These findings may also help explore the optimization of metacognitive learning, the multifaceted dimensions of metacognition, and its role in shaping the future of education, paving the way for more profound and well-rounded learner development.

### **2. Literature review**

Metacognitive learning enhances learners' cognitive development by allowing them to comprehend not only what they are learning but also how they are learning and why. This analytical thinking contributes to their ability to tackle complex issues and scenarios with confidence, ultimately leading to intellectual growth and a capacity to handle a diverse range of cognitive tasks. Metacognition studies are linked with cognitive developmental psychology and social developmental psychology. Hence, the cognitive aspect of metacognition sets the stage for a comprehensive exploration of its impact on other dimensions of holistic development, namely, the emotional and social domains.

### **2.1 Categorization of knowledge**

Metacognition holds the potential to empower individuals to become wellrounded learners capable of excelling in today's multifaceted world. In the realm of education and cognitive development, metacognitive knowledge is a fundamental concept, which is categorized within the revised Bloom's Taxonomy. This categorization, as proposed by Anderson and Krathwohl classifies knowledge into four distinct types, each playing a pivotal role in shaping a learner's cognitive and intellectual landscape [21].

(a) Factual knowledge: this foundational level of knowledge encompasses the basic elements and facts that learners must acquire to become familiar with a particular discipline. It serves as the fundamental building block upon which further learning and understanding are constructed. Factual knowledge provides the essential groundwork that enables students to grasp the core principles and concepts within a subject. (b) Conceptual knowledge: conceptual knowledge moves beyond the acquisition of isolated facts and delves into the interrelationships among these basic elements. It facilitates the comprehension of how these elements fit into a larger, cohesive

structure, enabling them to function together harmoniously. This type of knowledge is essential for developing a deeper understanding of complex topics and is instrumental in promoting critical thinking and problem-solving skills. (c) Procedural knowledge: procedural knowledge deals with the practical 'how-to' aspects of learning. It involves understanding the methods, techniques, algorithms, and criteria for applying skills and knowledge. This knowledge equips learners with the tools and strategies necessary to actively engage with and manipulate the information they acquire. It is instrumental in problem-solving, experimentation, and the application of subject-specific techniques and (d) metacognitive knowledge: at the highest level of Bloom's Taxonomy, we find metacognitive knowledge that goes beyond the subject matter itself and focuses on the process of cognition. Metacognitive knowledge involves an awareness and understanding of one's own cognitive processes. Learners possessing metacognitive knowledge are not only cognizant of what they are learning but also how they are learning and why. This type of knowledge empowers individuals to monitor, regulate, and control their own learning experiences, promoting self-directed learning and fostering critical thinking, reflection, and self-improvement [21].

In this hierarchy of knowledge, metacognitive knowledge stands as a pinnacle, as it equips individuals with the tools to understand and optimize their own thinking and learning processes. By cultivating metacognitive knowledge, learners become active participants in their educational journeys, gaining the ability to navigate not only the specific subject matter but also the broader landscape of learning and personal development [16, 22].

Metacognition as a thought is about thinking itself which is the interaction between three important aspects as follows: (1) knowledge of the self-thinking process, (2) control or self-regulation, and (3) beliefs and intuition. Knowledge of thinking processes concerns how accurate a person is in expressing their thinking processes, self-awareness or self-regulation, and the accuracy of a person in maintaining and managing what they must do. The self-awareness fostered by metacognition enables individuals to set personal goals, identify areas for improvement, and take charge of their own development. In this context, metacognition becomes a tool for lifelong learning and personal growth, allowing individuals to adapt and flourish in a dynamic world [10, 23].

The metacognitive process includes the ability to ask and answer questions about (1) What do I know about this subject, topic, and subject matter? (2) Do I know what I should know? (3) Do I know where I can get some knowledge information? (4) How long will it take me to learn this? (5) What strategies and tactics can I use to learn this? (6) Do I understand what I hear, read, or see? (7) How do I know if I am studying at the appropriate level? (8) How can I see if I make a mistake? and (9) How should I revise my plan if it does not fit my expectations and satisfaction? [9, 18].

### **2.2 Categories of metacognitive knowledge**

Metacognitive knowledge encompasses three areas of information, namely, an individual, a learning task, and a process of learning. These attributes were then known as person knowledge, task knowledge, and strategic knowledge [22]. The concept of metacognition is a multifaceted construct, encompassing three fundamental components that collectively shape the landscape of metacognitive knowledge. These components provide individuals with the cognitive tools to navigate the complexities of learning and problem-solving in a purposeful and introspective manner.

### *2.2.1 Self-knowledge: person variable*

The first key component, self-knowledge, revolves around an individual's internal understanding and awareness of themselves. Self-knowledge involves recognizing personal strengths, weaknesses, preferences, and learning styles. This self-awareness serves as the foundation upon which effective learning strategies are built. By comprehending their own cognitive processes, emotional triggers, and inclinations, individuals gain the ability to tailor their approach to learning, ultimately leading to enhanced learning outcomes [5, 24].

### *2.2.2 Task knowledge: task variable*

The second essential component, task knowledge, pertains to the understanding of various cognitive tasks that individuals encounter. As Flavell suggests, this encompasses a broad range of activities, from recalling information and reading to writing and engaging in experiments. Task knowledge involves grasping the intricacies, demands, and expectations associated with different cognitive undertakings. With this awareness, individuals can effectively gauge the required skills, resources, and approaches for each task, thereby optimizing their learning [5].
