Metacognitive Awareness in the Digital Learning Ecosystem: The Role of Motivational Drivers and Organizational Structures

This study was conducted to investigate the role of motivational drivers and organizational structures in predicting the metacognitive awareness of Farhangian University faculty members within the digital learning ecosystem. In terms of purpose, this research is applied, and in terms of methodology, it is descriptive-correlational. The statistical population comprised approximately 900 faculty members of Farhangian University. Based on Krejcie and Morgan's table, the minimum required sample size was estimated, and ultimately, 270 individuals completed the questionnaires voluntarily via convenience sampling. Data were collected using three standardized questionnaires: Achievement Goal Orientation, Metacognitive Awareness, and Total Quality Management (TQM). The validity of the instruments was confirmed through face and content validity, and their reliability was verified using Cronbach's alpha, yielding coefficients of 0.89, 0.86, and 0.92, respectively. Data analysis was performed using Pearson correlation coefficient and stepwise multiple linear regression in SPSS software (version 26). The findings revealed that mastery goal orientation (r = 0.55), empowerment and teamwork (r = 0.46), and top management support and leadership (r = 0.40) had a significant positive relationship with metacognitive awareness. Conversely, performance-approach (r = -0.21) and performance-avoidance (r = -0.31) goal orientations showed a significant negative relationship with metacognitive awareness. Furthermore, the results of the stepwise regression indicated that the variables of mastery goal orientation (ß = 0.37), empowerment and teamwork (ß = 0.29), and top management support (ß = 0.19) acted as positive predictors, while performance-avoidance goal orientation (ß = -0.22) acted as a negative predictor, collectively explaining 48.3% of the variance in the faculty members' metacognitive awareness. Ultimately, reinforcing intrinsic, mastery-oriented motivations and supportive organizational structures lays the groundwork for enhancing self-regulation and metacognitive monitoring among professors within the digital learning ecosystem