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Fritz Hotman Syahmahita Damanik
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Metacognitive Readiness in Digital Learning and Its Role in ‎Lifelong Learning Pathways Fritz Hotman Syahmahita Damanik; Jahlan Naftali Remtula
Digital Learning, Social Science, and Life-course Studies Vol. 2 No. 1 (2026): June
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.349

Abstract

Digital learning increasingly structures educational participation across the lifespan, yet little is known about how cognitive resources developed in digital contexts shape long-term learning pathways. This study examines metacognitive readiness in digital learning and its role in lifelong learning pathways using a life-course oriented cross-sectional design. A total of 224 participants were recruited across three life-course stages: adolescence, emerging adulthood, and adulthood. Metacognitive readiness, digital learning experience, and lifelong learning orientation were measured using validated instruments. Analyses compared mean-level differences across stages and tested stage-specific predictive models and interaction effects. Results revealed three consistent patterns. First, metacognitive readiness increased systematically across life-course stages. Second, metacognitive readiness was positively associated with lifelong learning orientation in all stages, with the strength of association increasing from adolescence to adulthood. Third, regression and interaction analyses showed that the predictive role of metacognitive readiness became significantly stronger in later life-course positions, indicating a changing functional role across developmental contexts. These findings suggest that metacognitive readiness is not merely a proximal learning skill but a life-course resource that increasingly shapes individuals’ orientation toward lifelong learning. The study advances digital learning research by shifting attention from short-term outcomes to long-term learning trajectories and highlights the importance of embedding metacognitive support in digital education to sustain learning across the lifespan.
Co-Authors Afna Fitria Sari Asnath Naftali Remtulla Darmanto Saputro Gibran Muhammad Husni Thamrin Jahlan Naftali Remtula La Basri Nosita Br. Tarigan Oman Sukmana Suriadi, Agus Tobroni Tobroni Tri Sulistyaningsih, Tri Wahyudi