Paper Details

In an era defined by digital transformation and personalized learning, metacognition—learners’ awareness and regulation of their cognitive processes has become central to effective education. Personal Learning Environments (PLEs), which empower learners to curate digital tools, content, and strategies, offer a promising framework to foster metacognitive development. This paper explores the conceptual and theoretical underpinnings of metacognition and PLEs, drawing on frameworks such as self-regulated learning, constructivism, connectivism, and cognitive load theory. It examines how learner-centered, customizable PLEs can be intentionally designed to support planning, monitoring, and evaluating learning through integrated digital tools like Trello, Google Calendar, Notion, and AI-driven platforms. By analyzing current models, digital resources, and real-world implementations across educational contexts, the paper highlights best practices, challenges, and assessment techniques related to metacognitive engagement in PLEs. Ultimately, this study aims to inform on how to leverage PLEs to enhance self-directed learning, while addressing issues of equity, digital literacy, and data privacy. The paper concludes with future directions in the evolving intersection of technology, personalization, and metacognitive growth.

Digital Pedagogy, Educational Technology, Metacognition, Personal Learning Environments (PLEs), Self-Regulated Learning.