Abstract

The present article explores the evolution of the concept of metacognition from its philosophical origins to current interdisciplinary applications, focusing on integrating metacognitive theories across multiple fields such as neuroscience, psychology, and education. First, the progressive nature of the development of the metacognitive theory is emphasized, followed by highlighting the elements that establish it as an independent theory, and an exploration of the current concerns in research. Finally, the potential future directions for metacognition are explored. Thus, metacognition has a rich and diverse history that spans multiple disciplines, such as philosophy, psychology, neuroscience, and education, and the following discourse involves an exploratory investigation of how the idea of thought, thinking, and “thinking about thinking” have been innovated.

Key words: Education; cognitive theory; metacognitive theory; neuroscience; philosophy; psychology; research trends