{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T06:54:20Z","timestamp":1791010460019,"version":"4.1.0"},"reference-count":21,"publisher":"International Journal of Sustainability and Advanced Integrated Research","issue":"3","license":[{"start":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T00:00:00Z","timestamp":1790985600000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Int. J. Sustain. Integr. Stud."],"abstract":"<jats:p>The increasing use of artificial intelligence (AI) in secondary education has created new opportunities for personalized support, immediate feedback, problem-solving, and self-directed learning, while also raising concerns about students\u2019 reliance on AI-generated information. This narrative literature review examined AI use and learner autonomy among secondary students, with particular attention to the roles of AI literacy and metacognitive self-regulation. Recent literature published primarily from 2021 to 2026 was identified, screened, and synthesized through narrative and reflexive thematic analysis. Across the reviewed studies, AI supported learner autonomy most clearly when students used it for exploration, feedback, problem-solving, and self-regulated learning rather than as a substitute for independent thinking. AI literacy helped students understand AI, evaluate generated information, recognize its limitations, and make responsible decisions about its use. Metacognitive self-regulation, in turn, supported students in planning, monitoring, and evaluating their learning while working with AI. The literature also pointed to challenges, including excessive reliance on AI, limited AI knowledge, inconsistent learner engagement, and differences in self-regulatory abilities. Overall, learner autonomy in AI-supported settings depends on how students use the technology and on the development of AI literacy and metacognitive self-regulation with appropriate teacher guidance. The study contributes primarily to Sustainable Development Goal 4 (Quality Education) by supporting responsible and learner-centered integration of AI in secondary education. From a sustainability perspective, strengthening students\u2019 critical and self-regulatory competencies may promote more responsible, adaptable, and sustainable use of emerging digital technologies in education.<\/jats:p>","DOI":"10.65339\/ijsis.v1.i3.141","type":"journal-article","created":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T06:37:54Z","timestamp":1791009474000},"page":"74-81","source":"Crossref","is-referenced-by-count":0,"title":["Artificial Intelligence Use and Learner Autonomy Among Secondary Students: The Roles of AI Literacy and Metacognitive Self-Regulation"],"prefix":"10.65339","volume":"1","author":[{"given":"John Rey C.","family":"Tumulin","sequence":"first","affiliation":[{"name":"Teacher III, Monkayo National High School, Monkayo, Davao de Oro, Philippines"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54836","published-online":{"date-parts":[[2026,10,3]]},"reference":[{"key":"6220","doi-asserted-by":"crossref","unstructured":"Almohesh, A. R. I. (2024). AI application (ChatGPT) and Saudi Arabian primary school students\u2019 autonomy in online classes: Exploring students and teachers\u2019 perceptions. The International Review of Research in Open and Distributed Learning, 25(3), 1\u201318. https:\/\/doi.org\/10.19173\/irrodl.v25i3.7641","DOI":"10.19173\/irrodl.v25i3.7641"},{"key":"6221","doi-asserted-by":"crossref","unstructured":"Alsuwaylim, A. M., Alshehri, M. A., Lamouchi, A., Abdellatif, M. S., Ibrahim, A. R., & Nemt-Allah, M. A. (2026). ChatGPT use and learner autonomy among EFL university students: The mediating role of English speaking anxiety. Frontiers in Psychology, 17, 1834791. https:\/\/doi.org\/10.3389\/fpsyg.2026.1834791","DOI":"10.3389\/fpsyg.2026.1834791"},{"key":"6222","doi-asserted-by":"crossref","unstructured":"Banihashem, S. K., Bond, M., Bergdahl, N., Khosravi, H., & Noroozi, O. (2025). A systematic mapping review at the intersection of artificial intelligence and self-regulated learning. International Journal of Educational Technology in Higher Education, 22, Article 50. https:\/\/doi.org\/10.1186\/s41239-025-00548-8","DOI":"10.1186\/s41239-025-00548-8"},{"key":"6223","doi-asserted-by":"crossref","unstructured":"Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37\u201347. https:\/\/doi.org\/10.1002\/capr.12360","DOI":"10.1002\/capr.12360"},{"key":"6224","doi-asserted-by":"crossref","unstructured":"Byrne, D. (2022). A worked example of Braun and Clarke\u2019s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391\u20131412. https:\/\/doi.org\/10.1007\/s11135-021-01182-y","DOI":"10.1007\/s11135-021-01182-y"},{"key":"6225","doi-asserted-by":"crossref","unstructured":"Co, S. J., Dabu, J. P., & Sanchez, P. J. (2026). AI literacy and academic performance: A cross-sectional analysis of senior high school students. International Journal of Technology in Education, 9(2), 476\u2013490. https:\/\/doi.org\/10.46328\/ijte.5335","DOI":"10.46328\/ijte.5335"},{"key":"6226","doi-asserted-by":"crossref","unstructured":"Cruz, A. D. S., Manrique, P. C. J., & Mendeja, J. M. (2026). Exploring AI literacy, reliance, and ethical practices of secondary level students in using generative AI. Discover Education. https:\/\/doi.org\/10.1007\/s44217-026-01890-3","DOI":"10.1007\/s44217-026-01890-3"},{"key":"6227","unstructured":"Department of Education. (2025, February 20). DepEd launches AI center for education. https:\/\/www.deped.gov.ph\/2025\/02\/20\/deped-launches-ai-center-for-education\/"},{"key":"6228","unstructured":"Department of Education. (2026). Basic education artificial intelligence framework. https:\/\/www.deped.gov.ph\/wp-content\/uploads\/DO_s2026_003r.pdf"},{"key":"6229","doi-asserted-by":"crossref","unstructured":"F\u00fctterer, T., Bardach, L., Kuhn, J., Keller, S. D., & Gerjets, P. (2026). Enhancing school students\u2019 self-regulated learning through generative AI support: A randomized controlled trial. Educational Psychology Review, 38(1), Article 42. https:\/\/doi.org\/10.1007\/s10648-026-10133-8","DOI":"10.1007\/s10648-026-10133-8"},{"key":"6230","doi-asserted-by":"crossref","unstructured":"Hamamra, B., Khlaif, Z. N., & Mahamid, N. (2026). AI literacy and mediated learner autonomy in ChatGPT-supported EFL writing: A qualitative study at a Palestinian university. 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