Elevating the teaching journey: A review on spiritual intelligence and metacognitive awareness in teaching experience

Mondal, Sovan and Das, Megha (2025) Elevating the teaching journey: A review on spiritual intelligence and metacognitive awareness in teaching experience. International Journal of Science and Research Archive, 15 (2). pp. 1780-1786. ISSN 2582-8185

This study analyzes how to contribute spiritual intelligence (SI) and metacognitive awareness (MA) to enhancing teaching experiences and holistic development among educators. It has been established that teachers’ emotional resilience, ethical responsibility, and general well-being are improved by spiritual intelligence, which can be defined as profound self-awareness, moral grounding, and the ability to create meaning and purpose. In the meantime, self-reflection, flexibility, and instructional preparation are developed by metacognitive awareness, which is the ability to pay attention, control, and evaluate one’s own cognitive processes. The investigation, which draws on a number of research emphasizes how SI and MA both separately and together assist professional development, successful teaching, and enjoyable classroom dynamics. While teachers with good metacognitive abilities are better able to apply evidence-based tactics and adapt flexibly to classroom issues, those with high levels of spiritual intelligence also tend to exhibit higher empathy, integrity, and value-driven approach to teaching.