Resumen

ESCALANTE FERRER, Ana Esther; CORONADO FERNANDEZ, Sandra Elisa  y  MOCTEZUMA RAMIREZ, Evelyn E.. Metacognitive dimension about learning to learn competence in spanish univeristy programs. Sinéctica [online]. 2023, n.60, e1457.  Epub 26-Jun-2023. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2023)0060-004.

This article aims to detect metacognitive components of learning-to-learn competence in the teaching programs of Pedagogy and Telecommunications Engineering degrees in Spain. These components involve such as knowledge of the task and strategies to approach it, planning, organization and time management, self-assessment, control and self-regulation and problem-solving during the learning process itself, key aspects for the professional training of autonomous learners. The methodology consisted of a qualitative documentary review of 1,896 teaching programs. We employed a qualitative content analysis to code the components of the metacognitive dimension proposed by the Theoretical Model of learning-to-learn competence by Gargallo et al. (2020a). The results show that the competencies appear atomized in knowledge and skills, but hardly incorporate attitudes and contextual elements. So, we concluded that it is difficult for the curricular proposal, as it is expressed, to develop the metacognitive dimension of the learning-to-learn competence.

Palabras llave : learning-to-learn; higher education; metacognition.