Objectives:
The aim of this article is to present the concept of metalearning, which teachers can familiarize themselves with and apply to improve their resources and modernize their professional activities.

Material and methods:
Desk research was chosen as the primary research method, enabling a review of the scattered Polish and international literature on the understanding of metalearning and its selected determinants. Primary materials were explored using descriptions and explanations of key theoretical and research solutions.

Results:
Secondary data analysis revealed a combination of diverse factors, including metalearning and the possibility of choosing two types of teacher behavior that would enable conscious transformation of individual characteristics useful in one's own learning, which would inspire changes in the style of thinking, acting and organization not only in the teacher but also among the participants of the learning process.

Conclusions:
The analysis of valuable thoughts of many researchers together with the author's reflections of this article are recommending metalearning as an important teacher's element of personal development and managing one's own self-regulation mechanisms of learning, which facilitate more efficient and effective planning and implementation of teaching in a modern form. Teachers and students acquire experience and knowledge to become more competent people coping in an unpredictable world.