Background/purpose. The increasing prevalence of digital tools in education necessitates models that enhance students' metacognitive skills. Despite this need, limited research exists on structured pedagogical approaches to foster metacognition within digital learning contexts. This study aimed to develop and evaluate the Cognitive Innovation Model to Enhance Metacognitive Skills in the Digital Age (CIMEMSDA) for Thai secondary students, addressing this gap in contemporary education. Materials/methods. A quasi-experimental design was employed to assess the efficacy of CIMEMSDA, which follows a four-stage structured approach: (I) introduction and recalling, (ii) reviewing and planning, (iii) investigating and applying knowledge, and (iv) summary and evaluation. Rooted in constructivist and metacognitive principles, the model was validated by nine experts for utility, feasibility, suitability, and accuracy. The study involved 80 Grade 8 students in 2024, divided equally into experimental and traditional groups. The experimental group used CIMEMSDA with modules on computational thinking and Python programming, while the traditional group received standard instruction. Results. The experimental group demonstrated significantly higher metacognitive skills and academic performance than the traditional group. The MAPS Model significantly improved students' digital technology competencies, with post-learning DTS scores exceeding the benchmark by 8.07%. This demonstrates the model's ability to surpass foundational expectations and foster advanced technological skills. Students maintained their academic achievement and digital technology skills for 14 days post-learning without significant decline, illustrating the model's effectiveness in ensuring durable and long-lasting learning outcomes. Conclusion. CIMEMSDA shows strong potential as an educational tool for enhancing metacognitive skills in the digital age. Its structured, stage-based approach aligns well with contemporary educational practices, addressing critical gaps and offering a feasible framework for integrating metacognitive skill development into secondary education.