Dr. Fatima-Zahra ELKETANI
ENS, Sidi Mohamed Ben Abdellah University

Fès, Morocco

Metacognitive strategies and critical thinking skills are inextricably linked. This relationship suggests a future in which educational practices can best support the lifelong learning and sustainable development. Thence, our Research study deals with adopting the metacognitive strategies of learning (planning, controlling, monitoring, and evaluation) for developing the argument skills of students at the second year baccalaureate level, in the course of philosophy. This skills are considered as the mechanism and the main process among other processes (forethought, questioning, arguing) for thinking and writing philosophically. This study seeks to answer the following problematic: “Do the metacognitive learning strategies (planning, controlling, monitoring, and evaluating) contribute to the improvement of the students’s critical thinking skills in philosophy?” We concluded that metacognitive strategies enhance critical thinking skills as an essential component of the philosophical triangle.