Introduction: In recent years, wisdom researchers have argued that many individual, social, and global crises arise from the lack of wisdom in human beings. Consequently, they consider the education of wisdom as a fundamental mission for educational systems. With regard to the necessity of teaching wisdom, the present study aimed to investigate the impact of a wisdom-based educational program on metacognitive skills, emotion regulation strategies, and moral decision-making.

Method: The research method was quasi-experimental, using a pretest-posttest design with a control group. The sample consisted of 60 sixth-grade students (30 in the experimental group and 30 in the control group) from private schools in Hamedan, selected using multi-stage cluster sampling. The experimental group received 30 sessions of 45 minutes each under the wisdom-based educational program, while the control group received no intervention. The measurement tools included O'Neill and Abedi's metacognitive skills questionnaire, the Shield and Ketti emotion regulation checklist, and Starkey et al.'s moral decision-making test. The data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-26.

Findings: The results of the data analysis indicated that the wisdom-based intervention was effective in improving metacognitive skills, emotion regulation strategies, and moral decision-making (p<0.01).

Conclusion: Based on the findings of this study, it can be concluded that a multidimensional wisdom-based educational program can enhance metacognitive skills, emotion regulation, and moral decision-making. Therefore, it is crucial for educational systems, training centers, and counseling institutions to focus on and implement wisdom-based interventions.

Keywords: Wisdom-based educational program, metacognitive skills, emotion regulation strategies, moral decision-making