The Impact of Artificial Intelligence-Supported Learning on Metacognitive Awareness and Critical Thinking Skills in Education: The Mediating Effect of Self-Regulated Learning

Abstract

This study examined the impact of Artificial Intelligence-supported learning on students’ metacognitive awareness and critical thinking skills, with particular emphasis on the mediating role of self-regulated learning. A quantitative, cross-sectional research design was adopted, and data were collected from 487 university students from higher-education institutions in Punjab and Sindh, Pakistan. Data were collected through a structured, adopted questionnaire administered online using Google Forms, and the completed responses were transferred to Microsoft Excel for initial organization before being analyzed using IBM SPSS. The study measured Artificial Intelligence-supported learning, self-regulated learning, metacognitive awareness, and critical thinking skills using established and adapted measurement scales. The findings demonstrated significant positive relationships between Artificial Intelligence-supported learning and self-regulated learning, metacognitive awareness, and critical thinking skills. The results further showed that Artificial Intelligence-supported learning significantly predicted the three major learning constructs, while self-regulated learning significantly predicted metacognitive awareness and critical thinking skills. Mediation analysis further indicated that self-regulated learning played a significant partial mediating role in the relationships between Artificial Intelligence-supported learning and both metacognitive awareness and critical thinking skills. The study concluded that the educational value of Artificial Intelligence was enhanced when students actively regulated, monitored, and evaluated their learning rather than relying passively on AI-generated support. The study contributes to the emerging literature on AI-supported education by providing an integrated perspective on the cognitive mechanisms through which AI-supported learning may contribute to higher-order learning outcomes.