Artificial intelligence in higher education: reconfiguring metacognition in unequal contexts
The study proposes a conceptual framework that positions AI along a continuum from support to offloading, shaped by contextual conditions, and reframe AI as a system that reorganises, rather than simply enhances or erodes, metacognition in higher education.
T. Dhurumraj, C. Labuschagne
· Frontiers in Education · 1 citation