The 21st century knowledge economy requires learners to possess critical thinking, problem-solving, and digital competencies to address emerging technological, economic, and social challenges. However, there is a gap in learners‟ ability to develop metacognitive skills. The competencies of metacognitive skills, are essential for preparing junior school learners to thrive in the challenging environment. However, the extent to which parental involvement influences the development of these competencies remains inadequately understood, particularly in rural learning contexts. The specific objective of the study was to determine the effect of parental involvement on the development of metacognitive skills among public junior school learners in Kyuso Sub- County, Kitui County, Kenya. The study was anchored on Epstein‟s Theory of Overlapping Spheres of Influence by Epstein and the Theory of Metacognition. The research used an Explanatory Sequential Mixed Methods Design. Target population was 1849 from 27 Public Junior Schools in Kyuso Sub-County and a sample of 351 respondents. A pilot study A pilot study involving 4 teachers and 25 learners was conducted in three public junior schools in Tseikuru Sub-County. Learners‟ questionnaire had a Cronbach‟s Alpha of 0.78, while the teachers‟ questionnaire recorded a Cronbach‟s Alpha of 0.84. Data was collected using Focus Group Discussions from parents, while quantitative data was collected from learners and teachers. Data collected from the parents was analyzed thematically. The findings showed that parental involvement had a positive effect on learners‟ metacognitive skills. The study recommends strengthening parental engagement programmes.

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