This research examined how well a tool utilizing intelligence can evaluate and improve abilities, in students, at different educational stages. Using a mixed-methods quasi-experimental design, 120 participants from secondary, higher education, and in adult learning settings there were 60 participants, in the treatment group and 60 participants, in the control groups. The treatment group used the AI tool for 6 weeks, while the control group used traditional learning methods. Data was gathered through the utilization of the Metacognitive Awareness Inventory (MAI), think-aloud protocols, learning performance metrics, and the User Experience Questionnaire (UEQ). The study results indicated enhancements, in self-awareness (p<0.001, Cohens d=0.83) and academic achievement, among the participants receiving the intervention. Qualitative analysis revealed themes of enhanced metacognitive awareness, personalized feedback, increased engagement, and some challenges in tool usage. The findings suggest that AIbased tools can effectively support metacognitive skill development, with implications for personalized learning and educational technology design.