Research Summary: 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.

Why it matters

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.

Key insights

• Digitalization places increasing demands on teachers to prepare students for digital environments.
• Limited resources for teacher training and rapid technological advancements necessitate alternative approaches to skill development.
• Self-regulated learning is identified as indispensable for equipping teachers with necessary digital competencies.
• A systematic literature review examined 17 studies published between 2009 and 2023.
• The review found a strong relationship between professional digital competence and self-regulated learning.
• Metacognition plays a key role in the interrelation of digital competence and self-regulated learning.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1893589