Influence of Teachers' TPACK, AI Utilization, and Students' Metacognitive Practices on Academic Writing among Senior High School Students

The integration of educational technology and artificial intelligence in writing instruction offers new opportunities to support students' academic writing; however, evidence explaining how students' assessment of teachers' Technological Pedagogical Content Knowledge (TPACK), AI utilization, and metacognitive practices relate to writing skills remains limited. Anchored on Flavell's Metacognitive Theory and supported by the TPACK Framework and Technology Acceptance Model, this study examined if metacognitive practices shape AI utilization, teachers' TPACK, and academic writing among senior high school learners. Using a quantitative descriptive-correlational design. This study collected from 176 Grade 11 STEM students in a private Catholic institution in Cagayan de Oro City through validated questionnaires and a rubric-based writing output. Findings revealed generally high teacher TPACK, high AI utilization, and high metacognitive practices, while academic writing was average, with organization and coherence as the weakest dimension. Metacognitive practices had significant direct effects on AI utilization and teachers' TPACK, whereas AI utilization and TPACK had very weak direct contributions to writing performance. The study concludes that improving academic writing requires explicit instruction, guided feedback, deliberate practice, and stronger metacognitive scaffolding. It is recommended that educators integrate structured metacognitive strategies and guided AI-supported writing activities to help students translate their cognitive and technological readiness into measurable improvements in writing performance. Keywords: teachers' TPACK, AI utilization, metacognitive practices, academic writing skills, senior high school students