The impact of metacognitive methods in teaching Abai’s Words of Edification: application experience in higher education (preliminary study)

Abstract

The article examines the importance of teaching Abai’s Words of Edification in higher education through the use of metacognitive methods. Its primary aim is to enhance students’ metacognitive skills while fostering personal growth and critical thinking. Metacognition, as a key concept in modern education, plays a vital role in improving cognitive processes and the overall quality of learning. The research includes an ascertaining experiment to evaluate the effectiveness of metacognitive approaches when teaching Abai’s texts and proposes a methodological model for developing students' self-awareness and reflective abilities. The study involves the analysis of theoretical foundations, scientific literature, and practical applications related to metacognition. A Likert-scale questionnaire was used to assess students’ metacognitive awareness, with both quantitative and qualitative data analyzed. Findings revealed that integrating metacognitive strategies significantly improves students’ abilities in self-regulation, reflection, goal setting, and critical thinking. The implementation of the proposed pedagogical model demonstrated its effectiveness in a higher education setting, highlighting the value of using metacognitive methods in literature instruction. Overall, the study confirms that applying a metacognitive approach to the study of Abai’s Words of Edification supports the development of deeper, more conscious learning and promotes students’ intellectual and personal development.