Self-regulated learning in the development of teachers' digital competencies, a systematic literature review

A systematic literature review, analyzing 17 studies from 2009-2023, concludes that self-regulated learning (SRL) is crucial for developing teachers' digital competencies. This necessity arises from the increasing demands of digitalization in education, coupled with limited resources for teacher training and the rapid evolution of digital environments. The study highlights a strong connection between digital competence and SRL, particularly through metacognition.

This analysis underscores a critical pathway for workforce development in digitally transforming sectors, particularly education. Fostering self-regulated learning among professionals can mitigate resource constraints and adapt to rapid technological change, ensuring sustained competence development. It is vital for maintaining educational quality and preparing future generations for evolving digital landscapes.

Digitalization places increasing demands on teachers to prepare students for digital environments.

Forward consideration, not a verified fact.