ABSTRACT
Artificial intelligence (AI) has grown increasingly integrated with human learning, opening up new possibilities for predictive analytics, cognitive enhancement, and tailored education. Nevertheless, among AI's many benefits is a syndrome known as myopia, which ignores the technology's long-term effects on human learning and its significant implications for metacognition in favour of a limited emphasis on short-term gains. This abstract delves into how artificial intelligence (AI) affects metacognition—thinking about thinking—and its broader effects on human learning. At the nexus of artificial intelligence and human cognition is metacognition, which is necessary for self-regulated learning and critical thinking.
This theoretical article emphasises the importance of overcoming narrow-minded viewpoints when using AI in teaching methods. It is possible to navigate the complexities of AI-mediated learning and develop resilient, self-directed learners prepared to flourish in a constantly changing digital landscape by taking a comprehensive approach that prioritises metacognitive development and encourages a symbiotic relationship between AI and human cognition.
