Metacognition as a bridge between remedial teaching and competency based learning: a conceptual framework under NEP 2020

Abstract

The National Education Policy (NEP) 2020 advocates learner centred and competency based education to promote holistic development and lifelong learning. As educational systems increasingly focus on equity and inclusion, remedial teaching has become an important strategy for addressing learning difficulties and supporting diverse learners. This review examines how remedial teaching can be strengthened through metacognition and discusses its contribution to self-regulated learning, higher order thinking and holistic learner development. Studies on remedial interventions, metacognition, assessment reforms and twenty first century competencies suggest that learners benefit when they are encouraged to plan, monitor and evaluate their own learning. Based on this evidence, the paper presents a conceptual framework explaining how metacognition links remedial teaching with competency based learning within the framework of NEP 2020. The proposed framework has implications for teacher education and classroom practice and provides a basis for future empirical research.