Knowledge Resource
Research Summary: Artificial intelligence in higher education: reconfiguring metacognition in unequal contexts
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 7 September 2026
- Last updated
- 30 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
Research indicates that Artificial Intelligence (AI) is reconfiguring metacognitive processes in higher education, affecting how students plan, monitor, and evaluate their learning. Contrary to a uniform effect, the study highlights that AI's impact on metacognition is dynamic, context-dependent, and shaped by the interaction between technology and users, rather than solely by efficiency or performance metrics.
Why it matters
Understanding the nuanced and context-dependent impact of AI on metacognition is crucial for strategic educational planning. It enables institutions to develop targeted AI integration strategies that foster effective learning rather than simply focusing on efficiency, thereby optimizing educational outcomes and student development.
Key insights
- AI is increasingly reshaping higher education, influencing knowledge access, learning task engagement, and learning regulation.
- Previous research on AI in education largely focused on efficiency and performance, overlooking its effect on metacognitive processes.
- This study specifically addresses the gap concerning AI's impact on metacognitive processes like planning, monitoring, and evaluation.
- Findings suggest that AI does not have a uniform effect on metacognition.
- AI's impact on metacognition is dynamic, context-dependent, and influenced by technology-user interaction.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1918374
Related intelligence and resources
Previous
Associations between student organization involvement and college student mental health in the United States
Next
Addressing Trust in AI Systems through Education: A Didactic Perspective
Generative AI as a cognitive partner: personalised GPTs and differentiated learning in undergraduate teacher education
Knowledge Resource
How Jump Trading is scaling quant research with ChatGPT
Knowledge Resource
Changes in Help-Seeking Strategies Predict unaided Performance during AI-based Mathematical Learning
Knowledge Resource
Guidance: High needs funding arrangements: 2027 to 2028
Knowledge Resource
Academies accounts direction and submitting your audited financial statements
Knowledge Resource
Official Statistics: Destinations of key stage 4 (KS4) and 16 to 19 (KS5) students: 2025
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00208
- Version
- v1.0 · r0
- Issued
- 7 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Artificial intelligence in higher education: reconfiguring metacognition in unequal contexts
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.