Metacognitive Readiness in Digital Learning and Its Role in Lifelong Learning Pathways
Abstract
Digital learning increasingly structures educational participation across the lifespan, yet little is known about how cognitive resources developed in digital contexts shape long-term learning pathways. This study examines metacognitive readiness in digital learning and its role in lifelong learning pathways using a life-course oriented cross-sectional design. A total of 224 participants were recruited across three life-course stages: adolescence, emerging adulthood, and adulthood. Metacognitive readiness, digital learning experience, and lifelong learning orientation were measured using validated instruments. Analyses compared mean-level differences across stages and tested stage-specific predictive models and interaction effects. Results revealed three consistent patterns. First, metacognitive readiness increased systematically across life-course stages. Second, metacognitive readiness was positively associated with lifelong learning orientation in all stages, with the strength of association increasing from adolescence to adulthood. Third, regression and interaction analyses showed that the predictive role of metacognitive readiness became significantly stronger in later life-course positions, indicating a changing functional role across developmental contexts. These findings suggest that metacognitive readiness is not merely a proximal learning skill but a life-course resource that increasingly shapes individuals’ orientation toward lifelong learning. The study advances digital learning research by shifting attention from short-term outcomes to long-term learning trajectories and highlights the importance of embedding metacognitive support in digital education to sustain learning across the lifespan.
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