Abstract
<jats:p>The article presents a research rationale for the technological system of developing metacognitive knowledge and skills in primary school students. The role of metacognition in elementary school is discussed, and its necessity is justified from the perspective of the effectiveness of the educational process. The importance of the metacognitive approach for younger school-age students is emphasized. We conducted a pedagogical scientific experiment, and the methodology is presented in the article. We carried out a three-tiered quantitative and qualitative study involving the parent community, teachers, and students. By comparing the survey data from parents, teachers, and students, our research demonstrated the need for metacognitive knowledge and experience in primary school. Despite both the parent and teacher communities being largely unfamiliar with the concept of "metacognition" during the study, it became clear that particularly the parent community noted a lack of initiative among students. In this case, students not only lack developed metacognitive skills but also show no desire to engage in academic activities.</jats:p>