Artificial intelligence-supported learning and higher-order cognitive outcomes: the mediating role of metacognitive self-regulation

The increasing integration of Artificial Intelligence (AI) in higher education raises critical questions regarding its influence on students' higher-order cognitive competencies. While previous research has explored perceptions of AI-supported learning, this study specifically investigates the cognitive processes at play. It examines how AI task scaffolding, AI verification literacy, and cognitive offloading tendencies impact critical thinking and technical problem-solving, identifying metacognitive self-regulation as a key mediating factor. This analysis is based on a study of 533 university students in Ghana.

The findings from this research are crucial for informing strategic decisions regarding AI deployment in educational and professional development contexts. Understanding AI's impact on higher-order cognitive skills and the role of metacognitive self-regulation allows for the design of more effective AI-supported learning environments that genuinely enhance capabilities rather than merely automate tasks. This insights can guide investment in AI technologies that foster critical thinking and problem-solving, which are vital for future workforce readiness and organizational innovation.

AI integration in higher education necessitates understanding its effects on students' higher-order cognitive outcomes.

Forward consideration, not a verified fact.