This document discusses design-based epistemic metareflection as a key to evolving digital didactical design. It suggests that metalearning and reflecting on one's own learning process is important when designing digital education. The document outlines several studies and theories related to self-regulated learning, the importance of social interaction and feedback in online environments, and developing relational competence among teachers. It argues that digital didactical design should focus on fostering social interaction, empowering students to reflect on their own learning, and developing teachers' competencies in creating psychological safety and building relationships in technology-enhanced classrooms.