Korean Educational Development Institute(KEDI)

Current issues

Following the experience of remote learning during the COVID-19 pandemic, classes utilizing diverse educational technologies (EdTech) have rapidly advanced. In digital learning environments that emphasize learner autonomy, effective self-directed learning requires students to actively manage their learning process. This necessitates a high degree of self-regulation, where students independently monitor and control their own actions and cognition. By strengthening this capability, learners can more effectively navigate and succeed in self-directed digital learning contexts.

Problem diagnosis

For students to adapt successfully to digital learning environments and achieve high educational outcomes, developing strong self-regulation skills is essential. However, this skill is not something that can be developed quickly. Students need sustained, long-term support to organically build self-regulation abilities. Despite this need, research and resources on supporting long-term self-regulation development in learners remain limited.

Policy recommendations

To enhance students’ academic adaptation and educational outcomes in the digital age, support strategies for developing self-regulation skills are proposed as follows, based on current research:

a) Support for developing self-regulation in students with low or declining levels,

b) Assistance in fostering a balanced development of cognitive and behavioral regulation strategies,

c) Promotion of metacognitive skills to strengthen higher-order thinking strategies.

Additionally, the teacher's role in developing students’ self-regulation skills is emphasized. Teachers are encouraged to help students set learning goals, provide experiences in executing plans, and foster reflective thinking on their actions and cognitive processes. Above all, it is crucial for teachers to encourage students to adopt a growth mindset.