Autonomy in learning and metacognition in baccalaureate students: a literature review on the development of 21st century competencies

Abstract

Globalisation required students to develop autonomy in learning and metacognitive skills, essential for adapting to changing environments. These skills, based on self-regulation, reflection and planning, enabled problem solving and improved educational quality. However, there was concern about the decline in learning, which highlighted the need to foster these strategic skills. The main objective was to conduct an exhaustive documentary review of books, journals and articles to recognise how the development of autonomous learning and metacognition in baccalaureate students was going. The research on autonomous learning and metacognition in high school included a comprehensive search of academic databases such as Scopus and Google Scholar. Recent, peer-reviewed studies relevant to the topic and with methodological rigour were selected. After applying filters and analysing titles, the validity, methodology and results were critically evaluated, using tools such as Mendeley to manage references. The studies reviewed highlighted that gamification had a positive impact on the motivation and academic performance of high school students, fostering active participation and metacognitive skills. The methodologies implemented varied from role-playing games to advanced technological tools, showing greater effectiveness when combined with reflective strategies. In addition, the need to train teachers to design balanced and strategic activities was underlined. Gamification contributed to the development of critical competences, reinforcing its integration into modern educational curricula adapted to global challenges.