AI-Powered Personalized Learning and Students’ Metacognitive Awareness: The Role of Learning Engagement

Tahira Ali; Syed Iqtidar Ali Raza; Syeda Zafreen Gardeezi; Afifa Munawar

doi:10.71317/jgst.2.9(s3).2026.757

Authors

Tahira Ali Public Health & RCCE Expert; MSc Psychology, University of Peshawar; Diploma in Clinical Psychology, University of Peshawar; Master’s in Public Health, Sarhad University of Science & Information Technology Author
Dr. Syed Iqtidar Ali Raza Head of Emergency, Capital Hospital CDA, Islamabad; MBBS; MS Accident & Emergency, Shaheed Zulfiqar Ali Bhutto Medical University Author
Syeda Zafreen Gardeezi Research Associate, Health Services Academy; MSc Psychology, University of Peshawar; Master’s in Public Health, Sarhad University of Science & Information Technology Author
Afifa Munawar Health Services Academy, Islamabad; Master’s Science in Public Health (MSPH), Quaid-i-Azam University, Islamabad Author

DOI:

https://doi.org/10.71317/jgst.2.9(s3).2026.757

Keywords:

Artificial intelligence in education, Personalized learning, Metacognitive awareness, Learning engagement, Higher education

Abstract

Artificial intelligence (AI) is increasingly being integrated into higher education to provide personalized learning experiences that respond to students’ individual needs, learning pace, progress, and preferences. In this context, the present study examined the association between AI-powered personalized learning and students’ metacognitive awareness, with learning engagement examined as a mediating variable. The study addressed limited evidence regarding how personalized AI-supported learning environments are associated with students’ awareness and regulation of their own learning and the role of engagement in this relationship. A quantitative, cross-sectional survey design was used, and participants were recruited through convenience sampling. Data were collected from 411 university students enrolled in selected higher education institutions in Multan, Punjab, Pakistan, using a structured questionnaire. The questionnaire included adopted and adapted measures of AI-powered personalized learning and learning engagement, while metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI). The findings showed significant positive relationships between AI-powered personalized learning and metacognitive awareness, AI-powered personalized learning and learning engagement, and learning engagement and metacognitive awareness. AI-powered personalized learning was a significant statistical predictor of metacognitive awareness, while learning engagement significantly mediated the relationship between AI-powered personalized learning and metacognitive awareness. The findings indicate that personalized AI-supported learning is associated with students’ active involvement in learning and their awareness of their own learning processes. Learning engagement represents an important pathway through which AI-supported personalized learning is connected with metacognitive development. The study contributes to higher education research by integrating AI-powered personalization, learning engagement, and metacognitive awareness within a single framework.