The impact of metacognition on pupils' moral ideals and emotional development was investigated as well as it highlights on a collaborative research between metacognition and artificial intelligence that can bridge the gap (emotional, ethical, moral reasoning, common sense) existing in AI. A total of 200 pupils were selected in the study's sample. Participants (100 high metacognitive students and 100 low metacognitive students) were chosen at random and ranged in age from 17 to 21 years old. The influence of metacognition on students' moral ideals and emotional development was studied using a t-test. The outcome reveals that the mean score of moral reasoning on high metacognitive students as 66.77 and for low metacognitive students as 63.08, t value = 3.21, at the 0.01 level, statistically highly significant. The mean emotional maturity score for high metacognitive students was 29.99, while for low metacognitive students was 33.01, t value as 2.81, shows statistically significant at the 0.05 level. This demonstrates that the higher the score, the less emotionally stable the pupils are. The current findings show that metacognitive thinking has a major impact on moral reasoning and emotional maturity, and that as metacognition levels rise, so do moral reasoning and emotional maturity. Metacognition can strengthen the humanistic qualities which are majorly lacking in AI. In addition, there are new avenues being opened in the study of artificial intelligence via metacognitive study which is significant and futuristic.