Artificial Intelligence Use and Learner Autonomy Among Secondary Students: The Roles of AI Literacy and Metacognitive Self-Regulation

Abstract

The increasing use of artificial intelligence (AI) in secondary education has created new opportunities for personalized support, immediate feedback, problem-solving, and self-directed learning, while also raising concerns about students’ reliance on AI-generated information. This narrative literature review examined AI use and learner autonomy among secondary students, with particular attention to the roles of AI literacy and metacognitive self-regulation. Recent literature published primarily from 2021 to 2026 was identified, screened, and synthesized through narrative and reflexive thematic analysis. Across the reviewed studies, AI supported learner autonomy most clearly when students used it for exploration, feedback, problem-solving, and self-regulated learning rather than as a substitute for independent thinking. AI literacy helped students understand AI, evaluate generated information, recognize its limitations, and make responsible decisions about its use. Metacognitive self-regulation, in turn, supported students in planning, monitoring, and evaluating their learning while working with AI. The literature also pointed to challenges, including excessive reliance on AI, limited AI knowledge, inconsistent learner engagement, and differences in self-regulatory abilities. Overall, learner autonomy in AI-supported settings depends on how students use the technology and on the development of AI literacy and metacognitive self-regulation with appropriate teacher guidance. The study contributes primarily to Sustainable Development Goal 4 (Quality Education) by supporting responsible and learner-centered integration of AI in secondary education. From a sustainability perspective, strengthening students’ critical and self-regulatory competencies may promote more responsible, adaptable, and sustainable use of emerging digital technologies in education.