Short-form video platforms offer new possibilities for microlearning in higher education. This study examined the relationship between TikTok-based microlearning engagement and metacognitive awareness among Bachelor of Secondary Education major in Mathematics students at Biliran Province State University during the Academic Year 2025–2026. Using a descriptive-correlational quantitative design, data were collected from 81 pre-service mathematics teachers through a researcher-developed TikTok Microlearning Engagement Scale (TMES) and an adapted Metacognitive Awareness Inventory (MAI). Descriptive statistics, Shapiro–Wilk tests, and Spearman’s Rank Order Correlation were applied at a 0.05 significance level. Results showed moderate engagement with TikTok-based microlearning (M = 3.32) and high metacognitive awareness (M = 3.85). Correlation analysis indicated a very weak, non-significant relationship between TMES and MAI scores (ρ = 0.031, p = 0.783), suggesting that informal engagement with short-form videos alone does not enhance students’ metacognitive knowledge or regulatory skills. The findings underscore the need for structured instructional strategies and guided reflection to foster metacognitive development within digital learning contexts.