Methodology for Planning Educational Material Based on A Metacognitive Approach

This study examines the challenges of teaching foreign languages in non-philological higher education programs and proposes a metacognitive methodology to enhance learning efficiency. The research identifies key issues such as unclear learning objectives, low student motivation, outdated teaching methods. Empirical data from student assessments, surveys, and classroom observations highlight the effectiveness of independent learning tasks, reflective journals, and technology-integrated instruction. The findings suggest that a structured metacognitive approach significantly improves students’ linguistic competence and professional communication skills.