METHODOLOGY FOR DEVELOPING METACOGNITIVE SKILLS IN GRADES 10-11 THROUGH DIGITAL INTERACTIVE TASKS

Abstract

This article analyzes the pedagogical possibilities of digital interactive tasks in forming metacognitive skills in 10th-11th grade students of general education schools from scientific-theoretical and practical perspectives. The study reveals the essence of the concept of metacognition, its structural components (planning, monitoring, reflection), and its role in the educational process. Additionally, mechanisms are being developed to develop students’ competencies in independent thinking, self-control, and learning activity management through interactive tasks (online platforms, tests, simulations, gamification elements) in the digital educational environment.