Resumen

VELEZ-GUTIERREZ, Carlos Fernando  y  RUIZ-ORTEGA, Francisco Javier. Cognitive and Metacognitive Interactions: An Indicator of Educational Quality. Rev. colomb. educ. [online]. 2025, n.94, a19685.  Epub 01-Ene-2025. ISSN 0120-3916.  https://doi.org/10.17227/rce.num95-19685.

The classroom is a strategic place for reflecting on the quality of education. This reflection requires focusing on cognitive and metacognitive interactions as a means of enriching and supporting the development of deep learning. The objective of the research was to characterize and understand the cognitive and metacognitive interactions between university students and professors. Fifty-seven teachers participated in qualitative study using multiple case studies. The results indicate a greater prevalence of interactions aimed at the transmission of information, without addressing the mental processes associated with it. Therefore, there is a necessary call to create communicative opportunities that integrate both cognitive and metacognitive dimensions when teachers and students interact in the classroom.

Palabras clave : cognition; metacognition; interaction; educational quality.

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