GENERATIVE AI AS A METACOGNITIVE FACILITATOR IN THE DEVELOPMENT OF READING COMPREHENSION

Abstract

Generative Artificial Intelligence (GAI) emerges as a technological resource with the potential to influence reading comprehension processes from a metacognitive perspective, as it enables immediate feedback, reconfigures learning dynamics, and activates cognitive operations such as planning, monitoring, and evaluating one's own comprehension. This essay aimed to analyze the role of GAI as a metacognitive facilitator for strengthening reading comprehension. The methodology employed corresponds to documentary analysis, supported by updated information sources, which show that GAI can stimulate metacognitive strategies and promote learning regulation in reading-related tasks. The findings derived from the study indicate that GAI helps reduce students' cognitive load by undertaking repetitive tasks, thereby freeing attentional resources for processes requiring greater analytical and reflective demand. However, its implementation requires an intentional didactic design to avoid technological dependence while simultaneously promoting digital literacy and the development of critical competencies. It is concluded that a hybrid reading model is necessary, in which student interaction with GAI enhances active learning and consolidates metacognitive skills.