AI as a Cognitive Partner: A Systematic Review of the Influence of AI on Metacognition and Self-Reflection in Critical Thinking

Educational settings today include Artificial Intelligence (AI) systems that transform student interaction with critical thinking and metacognitive processes. The research assesses AI’s positive and negative effects on developing cognitive abilities through systematic analysis and review. Contemporary learning tools backed by artificial intelligence provide individualised feedback, automated tutoring, and adaptive testing that enhances students’ problem-solving skills and cognitive awareness. Concerns regarding cognitive offloading, metacognitive sloth, and algorithmic bias challenge the possible impact of AI on independent thinking and learning autonomy. This study synthesises existing research to investigate how AI works as a cognitive partner that supports critical thinking ability and a potential barrier to long-term cognitive engagement in learning environments. Evidence shows that AI supports learning assistance and self-regulation development, but overdependence on it results in lower problem-solving skills and decreased metacognitive thinking. Data privacy issues, access fairness concerns, and AI decision-making biases make it necessary for educational institutions to control their incorporation of AI technologies carefully. The review highlights necessary teaching practices for the ethical use of AI and advocates for equitable AI-human collaboration to produce compelling learning experiences. The report recommends that educators and policymakers implement measures to ensure that AI applications augment critical thinking capabilities rather than replace them. Long- term studies must assess the impact of AI on students’ cognitive resilience and how they learn adaptive learning strategies. This review aims to construct AI-fortified educational designs by leveraging AI’s potential and risks to enhance students’ inquiry skills, self-reflection, and critical thinking capabilities.