The article explores the pedagogical transformation in the current social, economic and cultural environment derived from the impact of digital technologies, which drives the need to renew educational strategies. The proposal focuses on the integration of metacognition and technologies to promote meaningful learning in teachers and students immersed in digital media. This work based on a literature review with a qualitative approach aims to understand how metacognition influences the transition from ICT to CT, highlighting its impact on the adaptation to the digital world and the promotion of self-learning according to the guidelines of educational technology in this process; highlighting its potential to motivate, regulate and provide personalized feedback enabling to navigate effectively in digital environments promoting and facilitating self-regulation of learning.