<![CDATA[This study examined how metacognitive strategies can be integrated with double-loop learning to support pedagogicallearning in secondary social studies education in Bangladesh. A qualitative conceptual and integrative synthesis was employed, with documentary evidence serving as the primary analytic base, and the researcher’s facilitator internship experience used as a reflexive practitioner context rather than as a participant-level dataset. The documentary corpus was bounded by the scholarly, instructional, policy, and methodological sources cited in the manuscript and organized through a synthesis matrix. The matrix-supported thematic analysis focused on metacognitive knowledge and regulation, reflection, questioning of assumptions, learner autonomy, problem-solving, and instructional strategies. Two organizing themes emerged: components of metacognitive strategies that can be integrated into the teaching-learning process and instructional strategies for implementing those components within a double-loop learning context. The synthesis indicates that declarative, procedural, and conditional knowledge can be linked to planning, monitoring, and evaluation through strategies such as reflective questioning, scenario-based problem-solving, verbalized thinking, flipped learning, reciprocal instruction, deliberate decision-making, and KWL activities. These strategies provide a conceptual pathway toward greater learner reflection, autonomy, critical thinking, and self-directed learning. The study concludes that integrating metacognition with double-loop learning offers a contextually relevant instructional framework for secondary social studies in Bangladesh, while emphasizing that the proposed framework requires subsequent empirical validation before claims about effectiveness or student outcomes can be made.]]>
