Artificial intelligence in higher education: reconfiguring metacognition in unequal contexts

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