In our exploration of metacognition, one concept that deserves more attention is epistemology in learning—the study of how learners understand the nature, origin, and limits of knowledge. While metacognition often focuses on how we learn, epistemology asks what counts as knowledge, how we justify beliefs, and whose knowledge is valued. This deeper layer of reflection empowers learners to critically evaluate sources, challenge assumptions, and navigate complex learning environments with intellectual humility and agency.

Epistemology in learning refers to the learner’s beliefs about knowledge—whether it’s fixed or evolving, objective or contextual, and how it should be acquired or validated. These beliefs shape how learners engage with content, peers, and feedback. For example, a student who views knowledge as dynamic and socially constructed is more likely to embrace collaborative inquiry and recursive feedback.