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Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review

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Learning and Collaboration Technologies (HCII 2025)

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Abstract

Self-regulated learning (SRL) has been demonstrated in numerous scientific studies as an effective alternative to traditional teaching methods, fostering individual learning processes. The added value of educational technology in supporting SRL has also been widely researched and largely validated. Within this context, the teacher plays a pivotal role. However, much of the existing research has been conducted at universities, while the secondary education level has received comparatively less attention. To gain an overview of the teacher’s influence on students’ SRL processes, a PRISMA based systematic literature review was conducted. From an initial pool of 553 documents, 27 relevant studies were identified and analyzed. The selected studies were examined to collect data addressing the research questions, focusing on identifying effective teaching methods and essential teacher competencies for fostering SRL in technology-enhanced classrooms. Furthermore, the analysis highlights the evolving role of teachers and underscores the need for additional training to support these changes.

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Acknowledgments

This research was done as part of the “FutureDEAL - Future of Digital Education and Learning” initiative within the doctoral program “Bildungsinnovation braucht Bildungsforschung”, which is supported and partially funded by the Austrian Federal Ministry of Education, Science, and Research.

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Authors and Affiliations

  1. Institute for Digital Media Education, University College of Teacher Education Styria, Graz, Austria

    Gerald Geier & Harald Burgsteiner

  2. Educational Technology, Graz University of Technology, Graz, Austria

    Martin Ebner

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  1. Gerald Geier
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  2. Martin Ebner
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  3. Harald Burgsteiner
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Correspondence to Gerald Geier .

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Editors and Affiliations

  1. Boston College, Chestnut Hill, MA, USA

    Brian K. Smith

  2. The Pennsylvania State University, University Park, PA, USA

    Marcela Borge

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Geier, G., Ebner, M., Burgsteiner, H. (2025). Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_5

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  • DOI: https://doi.org/10.1007/978-3-031-93567-1_5

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