Background/purpose: This study investigates Syrian refugee students' post-traumatic growth (PTG) at Jadara University using emotional and metacognitive processes. Traumatic events like relocation and violence can lead to positive psychological transformations. This study examines the impact of emotional management and metacognition on PTG in these students, using various psychological measures. Materials/methods: We collected the unique experiences of Syrian refugee students using standardized questionnaires and assessments, as well as qualitative interviews. The sample includes traumatized youngsters from displacement, loss, and school adjustment. Emotional awareness, regulation, and metacognitive reflection increase PTG, according to research. The study also links emotional and metacognitive strategies to personal strength, life happiness, and interpersonal relationships. Results: These findings demonstrate that Syrian refugee EFL students require emotional and metacognitive skills to succeed. These findings may help adapt PTG therapies for refugee students' mental health in higher education. Conclusion: By addressing the emotional and metacognitive processes that facilitate PTG, educators and mental health practitioners can create supportive environments that enhance the overall recovery and integration of this vulnerable population.