<p>Low international recognition and participation can be attributed to Chinese Wushu has yet to be included in the Olympic Games. One of the essential factors is that Wushu teaching and learning face several challenges. Metacognitive learning, a proven effective learning skill in the field of psychology, is still lacking in its application in Wushu teaching. Some studies proved that metacognitive factors play a significant role in Wushu learning. However, these factors have not yet been fully explored or understood and there is also a dearth of literature reviews on Wushu teaching and metacognitive learning. Therefore, this study aims to explore the application and effectiveness of metacognitive learning in Wushu teaching by conducting a comprehensive literature review. Data-based articles from five databases were identified and coded according to specific inclusion criteria. The results suggest that metacognitive learning is a novel and effective approach to enhance Wushu learning, while Wushu itself serves as an effective intervention for metacognitive learning. The emerging themes related to metacognitive learning in Wushu teaching include executive functions, attentional self-regulation, metacognitive strategies, cognitive self-regulation, affective self-regulation, and self-regulation strategies, among others. However, it is important to explore other emerging themes in this field. Future studies should aim to conduct comprehensive research on metacognitive learning in different areas of Wushu teaching and learning. Moreover, expanding research in Wushu teaching should encompass various aspects, such as transitioning from “biology” to “ontology” and from quantitative research to qualitative research. It is also essential to focus on the learning experience of different groups and the development of social psychology to advance the current academic direction of Wushu teaching research.</p>