2026/04/22 by Alexander Mikroyannidis, John Domingue · 1 voice
Neuroscience · Social Sciences · #Adult and Continuing Education Topics #Educational Leadership and Innovation #Neuroscience, Education and Cognitive Function
paper · doi:10.35542/osf.io/xt6c7_v1
openalex publication_date 2026/04/22 · openalex created_date 2026/04/23 · openalex updated_date 2026/07/14
This paper introduces metaheutagogy, a framework for AI-mediated metacognitive learning that extends pedagogy, andragogy, and heutagogy by positioning AI as a reflective, dialogic partner in the cognitive and social learning processes. This framework emerges in response to profound AI driven transformations in education and work, where AI increasingly mediates inquiry, feedback, collaboration, and artefact creation. Metaheutagogy emphasises metacognitive regulation, judgement centred capability, ethical and reflective technology use, and social sense-making as core learning components, ensuring that AI enhances human agency and epistemic responsibility. Through a comparative conceptual model and a set of pedagogical scenarios, the paper demonstrates how AI can scaffold planning, monitoring, evaluation, collaborative reasoning, and constructionist making. It further identifies risks, including cognitive offloading and ethical blind spots, and proposes mitigation strategies grounded in reflective practice and scaffolded AI use.