Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This paper explores the innovative integration of Generative AI (GenAI) in active learning environments to augment metacognitive knowledge and technological skill development among students. While active learning has been pivotal in promoting student engagement and learning, the incorporation of GenAI presents a novel approach to further enhance these outcomes. The study investigates how GenAI tools can be utilized within a reflective practice model to bolster metacognitive regulation and technological proficiency. By discussing the synergistic relationship between GenAI, active learning, and metacognitive strategies, this paper provides insights into the evolving landscape of educational technology and its impact on student learning processes. The paper offers a theoretical framework based on established concepts in metacognition, active learning, reflective practice, and technological skills, contextualized within the realm of GenAI. This paper contributes to the understanding of how GenAI can be harnessed as an educational tool, facilitating deeper and more effective learning experiences.
