The problem is that students are provided with almost no support in development of metacognitive skills. They don’t even learn how to approach non-trivial but

The problem is that students are provided with almost no support in development of metacognitive skills. They don’t even learn how to approach non-trivial but eminently solvable problems other people have posed, much less how how to “refactor” past understanding, how to investigate completely new subjects, how to hunt for problems to work on, how to manage projects that take longer than a day, etc. I think SRS software can be profitably used, but it would take a lot of thought and planning. For example, an SRS software system which randomly assigned difficult exercises from different past chapters of a math textbook could be pretty helpful, to keep the student occasionally revisiting topics instead of working through a chapter in a week or two and never returning to it again.