The present study aimed to develop and test a causal model to explain wisdom in first-cycle high school students, based on the role of metacognition, resilience, and academic well-being with the mediation of emotional intelligence. Methods: This study was descriptive-correlational and based on structural equation modeling. The statistical population consisted of all first-cycle high school students in Tehran during the 2025-2026 academic year. Using multi-stage cluster sampling, 408 students were selected as the sample. Data were collected using standardized questionnaires of wisdom, emotional intelligence, metacognition, resilience, and academic well-being and analyzed with SPSS and AMOS software using path analysis and the bootstrap method. Results: The findings indicated that the proposed model had a desirable fit. All direct paths from metacognition, resilience, and academic well-being to emotional intelligence and wisdom were significant. The strongest direct effect on wisdom was related to resilience (β=0.29), followed by academic well-being (β=0.21) and metacognition (β=0.16). Furthermore, bootstrap analysis confirmed the full mediating role of emotional intelligence in the relationship between all three independent variables (metacognition, resilience, academic well-being) and the dependent variable (wisdom). Conclusion: Consequently, the findings confirm that adolescents' wisdom in the school context results from the dynamic interaction of higher-order cognitive factors (metacognition), positive adaptive capacities (resilience), and emotional-cognitive perceptions of the learning environment (academic well-being). Emotional intelligence plays a pivotal role as a vital processing mechanism in converting these resources into wise judgment and insight. These results practically emphasize the necessity of designing and implementing integrated educational programs in middle schools.