ANTI-CRISIS THINKING OF A TEACHER IN CONDITIONS OF UNCERTAINTY: THE ROLE OF METACOGNITION

Abstract

The article examines the development of teachers’ anti-crisis thinking in conditions of uncertainty within the contemporary educational environment. It substantiates the significance of metacognition as a key mechanism for the conscious regulation of cognitive processes, enabling effective decision-making, adaptation to change, and the successful management of professional challenges.
Particular attention is paid to the increasing demands placed on teachers in contexts of information overload, rapid social transformation, and crisis situations. Under such conditions, educators must be capable of analysing their own cognitive strategies, critically evaluating information, forecasting the consequences of decisions, and flexibly adjusting their professional activities.
The study identifies the core components of teachers’ anti-crisis thinking, including reflexivity, critical thinking, cognitive flexibility, and strategic thinking. It demonstrates that the development of metacognitive skills strengthens teachers’ professional resilience, enhances their capacity for continuous self-education, and supports effective educational management in unstable environments.
The article further explores metacognition as a central mechanism for self-regulation in both thinking and learning activities under uncertainty in the modern information society. It analyses the essence of metacognitive processes and their role in fostering critical thinking, improving decision-making, and supporting adaptation in rapidly changing social contexts.
Key pedagogical approaches to developing metacognition are outlined, including reflective practices, problem-based learning, interdisciplinary integration, and self-assessment strategies. It is proven that metacognition serves as an essential resource for personal resilience, intellectual adaptability, and professional effectiveness in the dynamic conditions of the modern world.
The article concludes that the systematic development of metacognitive competencies is a crucial factor in strengthening teachers’ anti-crisis thinking and ensuring their successful professional functioning in uncertain educational contexts.

Received: February 11, 2026
Accepted: February 27, 2026
Published: May 28, 2026