ABSTRACT. Make students be able to deeply understand topics, to create their own knowledge-creative system, to develop creativity and lateral thinking: those are the target of the education of the future, in the so called New Machine Age. In fact, new skills are demanded by the jobs of the future. According to World Economic Forum, top skills in 2020 will include Creativity, Critical thinking, Emotional intelligence and cognitive Flexibility. How can we build these skills? A possible answer should be the metacognitive approach. Using a metacognitive approach means to teach students how they can find their own strategy, gaining personal control over academic outcomes. It means also, for students, to understand how their mind just works, how they can learn, how they can set the right targets and measure results in a dynamic assessment system. Using a metacognitive approach in distance education means also make students able to follow their own cognitive system, passions and motivation, finding their well-suited learning tools. Any problems or difficulties on learning (even dyslexia or dyscalculia) can be solved without a personalized learning route, just because there are infinite learning paths any student can choose. Any student has her/his own learning system and can find autonomously the right, personalized teaching method. Motivation is the key point of the model. Teacher should motivate students and help learners to understand their own capabilities and how metacognitive system works, also in a distance learning system. This paper analyzes the future new needs in terms of job (soft) skills. Then, following the literature about metacognitive approaches, will delineate a new paradigm of inclusive and self-regulation based teaching for Universities, focused on distance education, advanced tools and new approaches, showing result of an application of these ideas into economics courses.