This research examines the nexus of emerging technologies, metalearning, and critical pedagogy in higher education, assessing the potential of AI-supported learning to promote metacognitive abilities in Business English and UX Design classes. As artificial intelligence transforms learning environments, it becomes increasingly crucial to enable learners to assume control over their learning activities. We conducted mixed-methods research with 80 students studying Business English at Esprit Business School and 100 students studying UX Design at Esprit Engineering School. Structured learning activities aligned with clear objectives encouraged students to identify gaps, refine strategies, and assess their progress. Pre- and post-test surveys (based on the MAI) measured changes in confidence, strategy use, and AI’s impact, while an ethnographic study captured how UX Design students used AI for creative problem-solving. Results show that framing AI as a collaborative partner enhances learning but requires structured guidance to avoid overreliance. To address this, we propose a three-phase framework—preparation, collaboration, reflection—that supports responsible, effective AI use. Integrating metalearning, AI, and critical pedagogy, this approach fosters adaptive, reflective learners for a technology-driven world.