In today’s rapidly changing digital world, the ability to reflect on and control one’s own thought processes has taken on renewed significance. This paper presents a practical approach to fostering metacognitive skills in primary school learners through the purposeful use of digital technologies. Metacognition—which encompasses awareness, regulation, and the evaluation of one’s cognitive strategies—plays a pivotal role in shaping capable, self-directed learners. Drawing on current research and real-life classroom observations, the study documents how digital interventions can cultivate greater self-awareness, self-regulation, and strategic thinking among young students. Guided by the IMRAD format, the research incorporates both quantitative measures of metacognitive development and qualitative insights into learners’ evolving attitudes toward their own thinking. Findings suggest that methodical integration of digital tools in daily instruction can significantly strengthen students’ abilities to plan, monitor, and assess their learning progress. The discussion addresses best practices for classroom implementation, possible obstacles to widespread adoption, and directions for future research.

Metacognition, primary education, digital technologies

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