New analysis finds only a small share of workers use AI to augment thinking; those who do practice metacognition — reflecting on their own thinking and using AI as a partner rather than an oracle. Fluent users prompt AI to challenge assumptions, summarize, and iterate, producing higher‑quality outcomes. Universities should translate this into pedagogy: teach metacognitive prompts, structured reflection and AI literacy across disciplines. Integrating metacognitive habits into curricula and writing centers can help students and researchers use generative tools to strengthen reasoning and academic integrity.