The metacognitive triad as a pedagogical and technological innovation for strengthening generic competencies in higher education

In the university environment, strengthening students’ metacognitive skills is considered relevant for its contribution to the development of critical thinking, autonomy and self-regulation, which are aspects that favor learning. The objective of this study is to create a pedagogical innovation strategy called the Metacognitive Triad, to promote the skills of self-recognition, self-planning, and self-management of knowledge. This mixed-methods research was framed within an action research approach. The study was conducted in two main phases: a diagnostic phase involving 1,204 students from three Colombian universities, followed by an intervention phase with 75 students who participated in the full implementation and validation of the strategy. The functional prototype of the Metacognitive Triad was structured around six implementation resources and was validated using the Metacognitive Awareness Inventory (MAI). The findings indicate that the implementation of the Metacognitive Triad promotes self-knowledge, strengthens cognitive processes, fosters awareness of learning, improves study habits, and contributes to the development of students’ generic competencies in higher education. Current automation will facilitate the processing of collected data and the generation of individualized reports.