The accelerated expansion of digital learning environments has properly reconfigured education across formal, informal besides lifelong learning contexts, transforming the modes of knowledge acquisition, distribution as well as learner engagement. Simultaneously, scholars have emphasized the essence of metacognition and critical thinking as important competencies for navigating complex digital information ecosystems. The conceptual research article evaluates the theoretical interplay among digital learning, metacognitive regulation, and critical thinking development. This study integrates constructivist learning theory, along with self-regulated learning theory, metacognitive theory, connectivism, and critical pedagogy for presenting a conceptual framework for the role of metacognitive procedures in mediating the relationship between digital learning settings and critical thinking. The study also shed light on the future research directions, including Artificial Intelligence (AI), adaptive learning systems and data-driven educational analytics.
Sarnendu Rakshit (Fri,) studied this question.
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