Learning progress in university students associated with disruptive innovation of metacognitive strategies in times of COVID-19

The use of information and communication technologies, have become a necessary resource for teaching and learning in the current era, this article aims to present the results of the relationship between metacognitive strategies and the progress of learning in university students, in a social interaction based on digital technology resources in times of COVID-19. The study sample was made up of 200 students from the Faculty of Education Sciences and Humanities of the public University of the city of Ica - Peru, selected through non-probabilistic sampling. The methodology that was used was descriptive correlational, with a non-experimental design; In data collection, the MAI “Metacognitive Awareness Inventory” instrument was applied, which consists of 52 items and the document analysis technical sheet for the students' learning progress. Likewise, to find the association of the variables, statistical analysis was used which, according to the results obtained, it was shown that there is a statistically significant relationship between metacognitive strategies and the learning progress of university students.