THEORETICAL FOUNDATIONS OF METACOMPETENCE AND ITS ROLE IN TEACHERS’ PROFESSIONAL ACTIVITY

Contemporary education systems are experiencing profound transformations driven by digitalization, globalization, and the increasing complexity of professional activity. These processes significantly alter the requirements placed on teachers, who are now expected not only to possess subject-specific and pedagogical competencies but also to demonstrate the ability for continuous learning, self-regulation, and adaptive professional development. In this context, metacompetence is increasingly conceptualized as a higher-order integrative construct that governs the acquisition, coordination, and transformation of other competencies. The purpose of this study is to provide an extended theoretical analysis of metacompetence and to examine its structural and functional role in teachers’ professional activity. The research is based on a systematic review and conceptual synthesis of international and regional scholarly literature within the frameworks of competency-based education, metacognitive psychology, activity theory, and lifelong learning. The study substantiates metacompetence as a dynamic, supra-disciplinary personal quality occupying the highest level in the hierarchy of competencies. A four-component structural model of metacompetence is elaborated for the general educational context, while a three-component model is proposed specifically for teachers’ professional practice. Special attention is given to the role of metacompetence in digital and cloud-based learning environments, professional identity development, and teacher resilience. The findings contribute to the theoretical advancement of competency-based pedagogy and provide a methodological foundation for teacher education and professional development systems oriented toward lifelong learning and digital transformation.