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Buxoro Xalqaro
Universiteti

10-tom, 1-son, b. 54–59, Nashr: 2026-10-01

RAQAMLI TA’LIM MUHITIDA METAKOGNITIV KOMPETENTLIKNI RIVOJLANTIRISH IMKONIYATLARI VA PEDAGOGIK MUAMMOLAR

ВОЗМОЖНОСТИ И ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ РАЗВИТИЯ МЕТАКОГНИТИВНОЙ КОМПЕТЕНЦИИ В ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ

OPPORTUNITIES FOR DEVELOPING METACOGNITIVE COMPETENCE IN A DIGITAL EDUCATIONAL ENVIRONMENT AND ASSOCIATED PEDAGOGICAL CHALLENGES

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Annotatsiya

Raqamli texnologiyalarning ta’lim jarayoniga chuqur kirib borishi ta’lim oluvchining bilimni o‘zlashtirish usullarini o‘zgartirish bilan birga, uning o‘z bilish faoliyatini rejalashtirish, monitoring qilish, boshqarish va baholashiga qo‘yiladigan talablarni ham kuchaytirmoqda. Mazkur maqolada raqamli ta’lim muhitining metakognitiv kompetentlikni rivojlantirish imkoniyatlari va ushbu jarayonda yuzaga keladigan pedagogik muammolar zamonaviy ilmiy tadqiqotlarning integrativ tahlili asosida o‘rganildi. Tadqiqotda metakognitiv promptlar, raqamli o‘quv muhitlari, adaptiv ta’lim texnologiyalari, raqamli refleksiya va generativ sun’iy intellekt bilan bog‘liq tadqiqotlar tahlil qilindi. Natijalar raqamli muhitning metakognitiv kompetentlikni rivojlantirish uchun to‘rt asosiy imkoniyatini ko‘rsatdi: metakognitiv promptlar orqali rejalashtirish va monitoringni faollashtirish; real faoliyat izlari asosida feedback va learning analyticsni qo‘llash; adaptiv va individuallashtirilgan yordamni tashkil etish; refleksiya va o‘z-o‘zini baholashni raqamli vositalar orqali tizimlashtirish. Shu bilan birga, texnologiyaning o‘zi metakognitiv kompetentlikni avtomatik ravishda shakllantirmasligi, raqamli muhitda kognitiv yuklama, texnologik qaramlik, o‘zini boshqarishdagi zaiflik, raqamli tengsizlik, learning analytics ma’lumotlarining interpretatsiyasi hamda generativ sun’iy intellektning ta’lim oluvchining mustaqil nazorat faoliyatini susaytirishi kabi muammolar mavjudligi aniqlandi.

Аннотация

Глубокое проникновение цифровых технологий в образовательный процесс, наряду с изменением способов приобретения знаний учащимися, также повышает требования к планированию, мониторингу, управлению и оценке собственной познавательной деятельности. В данной статье на основе интегративного анализа современных научных исследований рассматриваются возможности цифровых образовательных сред для развития метакогнитивной компетентности и педагогические проблемы, возникающие в этом процессе. В исследовании анализируются работы, связанные с метакогнитивными подсказками, цифровыми образовательными средами, адаптивными образовательными технологиями, цифровой рефлексией и генеративным искусственным интеллектом. Результаты показали четыре основные возможности цифровой среды для развития метакогнитивной компетентности: активизация планирования и мониторинга посредством метакогнитивных подсказок; использование обратной связи и аналитики обучения на основе реальных траекторий деятельности; организация адаптивной и индивидуализированной поддержки; систематизация рефлексии и самооценки с помощью цифровых инструментов. В то же время было установлено, что сама по себе технология не формирует метакогнитивную компетентность автоматически, существуют такие проблемы, как когнитивная перегрузка в цифровой среде, технологическая зависимость, слабость самоконтроля, цифровое неравенство, интерпретация данных анализа обучения, а также ослабление самостоятельной контролирующей активности обучающегося под воздействием генеративного искусственного интеллекта.

Abstract

The deep integration of digital technologies into the educational process not only alters how learners acquire knowledge but also intensifies the demands placed on them regarding the planning, monitoring, management, and evaluation of their own cognitive activities. This article examines the potential of digital learning environments to foster metacognitive competence, as well as the pedagogical challenges arising in this process, based on an integrative analysis of contemporary scientific research. The study analyzes research concerning metacognitive prompts, digital learning environments, adaptive learning technologies, digital reflection, and generative artificial intelligence. The findings highlight four key opportunities offered by digital environments for developing metacognitive competence: activating planning and monitoring through metacognitive prompts; utilizing feedback and learning analytics based on actual activity traces; providing adaptive and individualized support; and systematizing reflection and self-assessment through digital tools. At the same time, it was determined that technology itself does not automatically foster metacognitive competence; issues such as cognitive load in digital environments, technological dependency, weaknesses in self-regulation, digital inequality, the interpretation of learning analytics data, and the way generative artificial intelligence diminishes a learner's independent monitoring activities were identified.

Kalit so'zlar: metakognitiv kompetentlik, metakognitsiya, raqamli ta’lim muhiti, raqamli ta’lim, metakognitiv prompt, learning analytics, adaptiv ta’lim, refleksiya, self-regulated learning, generativ sun’iy intellekt

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