The present study aimed to investigate the effect of knowledge sharing on the metacognition of English as a foreign language (EFL) teachers with the mediation of creativity in the era of Covid-19. The research method was applied in terms of purpose and descriptive survey in terms of method. The statistical population of the research includes English language teaching faculty members who were teaching in state and non-state universities of Iran. Out of a total of 450 questionnaires sent to the teachers' emails, 300 were returned, of which 288 questionnaires were found usable. Therefore, the sample size was considered equal to 288 based on the available sampling method. Data collection was done using three questionnaires, include, knowledge sharing, creativity, and metacognition. The results of Cronbach's test showed a desirable level of reliability for the knowledge-sharing questionnaire (0.793), the creativity questionnaire (0.921), and the metacognition questionnaire (0.752). In order to analyze the data, descriptive statistics, multiple regression, and path analysis were used with SPSS 23 and Amos 21 software. The findings of the research showed that the variables of participation in writing, organizational communication, personal relationships, and group activity were able to explain the changes related to creativity. Among these variables, only participation in writing could explain the changes related to metacognition. In addition, the creativity variable was able to explain changes related to metacognition. In general, the results indicated that teachers who have higher degrees of knowledge-sharing are more creative in teaching and this may help to develop metacognition.