The Impact of Higher Education Dimensions Based on Educational Neuroscience on Students' Metacognitive Strategies

Abstract

The purpose of this study was to examine the impact of higher education dimensions based on educational neuroscience on students' metacognitive strategies. The research methodology, in terms of purpose, was fundamental-applied; in terms of data type, it followed a mixed-methods (qualitative-quantitative) exploratory approach; in terms of data collection time frame, it was cross-sectional; and in terms of data collection method and research nature, it utilized grounded theory in the qualitative phase and a descriptive-survey approach in the quantitative phase. In this study, a non-random purposive sampling method was used to select interviewees. Furthermore, the results of the KMO test indicated that the sample size was sufficient for conducting statistical tests such as exploratory factor analysis. Overall, the sampling method in this study was stratified random sampling (with strata based on academic levels). Metacognitive strategies refer to individuals' ability to monitor, regulate, and control their cognitive processes. These skills include self-regulation, planning, progress monitoring, and performance evaluation, playing a crucial role in academic success and lifelong learning. Research findings have demonstrated that higher education management with an educational neuroscience approach has a significantly stronger impact on metacognitive strategies compared to cognitive strategies. The application of educational neuroscience has an exceptional effect on enhancing metacognitive skills. These skills are essential for students as they enable them to learn independently and effectively, overcome challenges, and continuously improve their performance. The study's results emphasize that higher education management with an educational neuroscience approach significantly improves cognitive and, particularly, metacognitive strategies. This highlights the importance of implementing neuroscience principles in educational design and management to enhance learning quality and foster self-regulation skills.