<![CDATA[The integration of artificial intelligence (AI) into higher education is becoming increasingly widespread, yet its impact on students’ metacognitive awareness and regulation remains poorly understood. This raises questions about the extent to which AI use can support the development of metacognition or, conversely, increase students’ cognitive dependence. This study aims to analyze differences in metacognitive awareness and regulation based on the intensity of AI use and to explore which aspects of AI use contribute most to students’ metacognition. The study employed a causal-comparative design involving 106 students grouped according to the intensity of their AI use. Data were collected via a questionnaire as the research instrument and analyzed using an independent samples t-test, Pearson’s correlation, and hierarchical regression. The results of the study show that students who use AI more intensively have higher levels of metacognitive awareness and regulation compared to students who use AI more moderately. Furthermore, the integration of AI into learning strategies and autonomy in utilizing AI are the aspects that contribute most to the development of metacognition. This study concludes that the quality of AI use is a more decisive factor than the frequency of use in supporting students’ metacognitive development. The implications of this study underscore the importance of designing AI-based learning that encourages strategic, reflective, and independent use to strengthen metacognition and support lifelong learning.]]>
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