<![CDATA[Cognitive and metacognitive skills are essential aspects of learning that determine students’ ability to think critically, regulate their learning processes, and develop a deeper understanding of content. However, classroom practices often remain limited to low-level questioning that focuses only on factual recall, thereby providing insufficient opportunities for higher-order thinking development. This study aims to systematically analyze the effectiveness of questioning strategies in fostering students’ cognitive and metacognitive skills. The research employed a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant scholarly articles. Data were collected through literature searches based on specific inclusion criteria and analyzed using thematic classification and descriptive synthesis. The findings reveal that questioning strategies particularly open-ended, probing, and reflective questions significantly contribute to enhancing students’ analytical, evaluative, and synthetic abilities, while simultaneously fostering metacognitive awareness through planning, monitoring, and self-evaluation activities. The results also emphasize that higher-order questions are more effective than lower-order ones in cultivating critical thinking and problem-solving skills. The study concludes that structured questioning strategies can create active learning environments, enhance learner autonomy, and prepare students to address complex challenges in both academic and real-life contexts. The implication highlights the necessity for teachers to design questions oriented toward higher-order thinking skills and to cultivate reflective practices within the learning process.]]>
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