Generative Artificial Intelligence and Self-Regulated Learning in Ecuadorian Higher Education: Toward Augmented Metacognition

Authors

  • Sergio Guzman García Sanclemente Universidad Técnica Luis Vargas Torres de Esmeraldas, Ecuador
  • Leslie Verónica Orellana Márquez Universidad Técnica Luis Vargas Torres de Esmeraldas, Ecuador
  • Lucía García Chávez Universidad Técnica Luis Vargas Torres de Esmeraldas, Ecuador
  • Vania Naneth Orellana Márquez Universidad Técnica Luis Vargas Torres de Esmeraldas, Ecuador
  • Efraín Asdrúbal Sánchez Jaramillo Universidad Técnica Luis Vargas Torres de Esmeraldas, Ecuador

Keywords:

Generative artificial intelligence; self-regulated learning; higher education; augmented metacognition; autonomous learning

Abstract

Introduction: Generative artificial intelligence has been progressively incorporated into higher education, transforming the ways in which students search for information, organize tasks, solve doubts, and reflect on their own learning. This article has to objetive to analyze the relationship between the use of generative artificial intelligence and self-regulated learning among students in Ecuadorian higher education, considering its contributions, limitations, and possibilities for the development of augmented metacognition. Materials and methods: the research was conducted using a quantitative approach, with a descriptive-correlational scope and a non-experimental cross-sectional design. The sample consisted of 180 Ecuadorian university students, who completed a Likert-type questionnaire organized into dimensions of academic use of AI, planning, monitoring, feedback, metacognitive evaluation, and risk of technological dependence. The results showed a positive relationship between the use of generative AI and the dimensions of self-regulation, especially in feedback and improvement, monitoring of comprehension, and learning planning. However, a medium risk of technological dependence was also identified, associated with the uncritical use of automated responses. It is concluded that generative AI does not replace students’ self-regulation, but it can expand it when used with teacher guidance, critical thinking, and ethical criteria, fostering augmented metacognition in higher education.

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Published

2026-08-05

How to Cite

García Sanclemente, S. G., Orellana Márquez, L. V., García Chávez, L., Orellana Márquez, V. N., & Sánchez Jaramillo, E. A. (2026). Generative Artificial Intelligence and Self-Regulated Learning in Ecuadorian Higher Education: Toward Augmented Metacognition. Maestro Y Sociedad, 23(3), 2886–2902. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7874

Issue

Vol. 23 No. 3 (2026)

Section

Artículos

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Copyright (c) 2026 Sergio Guzman García Sanclemente, Leslie Verónica Orellana Márquez, Lucía García Chávez, Vania Naneth Orellana Márquez, Efraín Asdrúbal Sánchez Jaramillo

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