Ahmad Al Yakin, A. Ramli Rasjid, Ali Said Al Matari, Luis Cardoso, Muthmainnah Muthmainnah, Nitish Pathak
This study focuses on the collaborative impact of human, social, and artificial intelligence on enhancing metacognitive and technological skills in active learning environments. This study’s contribution presents an AI theoretical framework based on established ideas in active learning, reflective practice, technology skills, and metacognition. By expanding our knowledge of the potential of AI as a teaching tool, this article helps pave the way toward more meaningful and rewarding educational encounters. The influence of artificial, social, and human intelligence on improving metacognitive abilities and technological skills is immense when designing collaborative learning environments. Deep learning and reflection cannot occur without critical thinking, problem-solving, and special human skills. To build a welcoming classroom environment, students need to improve their social intelligence, which helps them become more empathetic, effective communicators, and team players. Students can participate in meaningful interactions, improve their metacognitive abilities through self-regulation, and reflect on their learning process because of these characteristics of social and human intelligence. This study, based on survey results, found that AI can tailor learning experiences and feedback to the unique needs of each pre-service teacher. AI-powered platforms and tools can examine pre-service teachers’ performance data, find areas where their knowledge is lacking, and provide individualized interventions to help them fill those gaps. Combining AI with human and social intelligence enhances the responsiveness and dynamic nature of active learning environments. This integration not only helps students build their digital skills but also increases their capacity to track, assess, and modify their own learning methods. These intelligences work together to create a comprehensive teaching and learning approach that nurtures and enhances the metacognitive and technological abilities of pre-service teachers, complementing each other. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
Universitas Al Asyariah Mandar, Sulawesi Barat, Polewali, Indonesia; Universitas Negeri Makassar, Makassar, Indonesia; A’Sharqiyah University, Ibra, Oman; Polytechnic Institute of Portalegre and Centre for Comparative Studies of the University of Lisbon, Lisbon, Portugal; Bhagwan Parshuram Institute of Technology, GGSIPU, New Delhi, India
