Estrategias metacognitivas para fortalecer la autorregulación del aprendizaje en estudiantes con necesidades educativas especiales en Educación General Básica.

Self-regulated learning is a key competence for achieving meaningful learning, particularly among students with special educational needs (SEN) in Basic General Education. This study aimed to analyze the effect of a metacognitive-strategy-based intervention on students’ self-regulated learning in urban public schools in Pichincha, Ecuador. A quantitative approach was used with a one-group quasi-experimental pretest–posttest design (n = 105), including students with diverse SEN mainly associated with learning and attention difficulties. Validated instruments were administered to assess self-regulated learning (planning, monitoring, and evaluation) and metacognitive awareness. The intervention lasted eight weeks and included guided planning, metacognitive questioning, progress monitoring, and final reflective activities. Results showed increases across all self-regulated learning dimensions from pretest to posttest, with statistically significant differences (p < .001) and large effect sizes (d = 1.36–1.57). The findings indicate that systematic implementation of metacognitive strategies strengthens self-regulated learning and represents a relevant pedagogical approach to promote autonomy and cognitive control in inclusive Basic General Education settings.