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

Abstract

Digitalization places growing demands on teachers needing to prepare young people for life in increasingly digital environments. Challenges such as limited resources for teacher training and fast-paced developments in the field make self-regulated learning indispensable for equipping teachers with the necessary digital competences. This study investigates the state of the art in this field and explores the interrelation of teachers' professional digital competence with self-regulated learning through a systematic literature review. Findings from the analysis of 17 studies published between 2009 and 2023 were analyzed. The reviewed works indicate a strong relationship between the concepts of digital competence and self-regulated learning through metacognition and highlight promising approaches for supporting preservice and in-service teachers in developing their digital competences in a self-regulated manner. Technological support systems such as personalized learning environments and metacognitive scaffolding hold potential for supporting such competence development. Nevertheless, it becomes evident that self-regulated learning thrives when complemented by collaborative learning and innovative learner-centered class formats, highlighting the potential that heutagogy holds for teacher education. These findings provide valuable insights for pre- and in- service teachers, teacher educators, and curriculum designers as well as administrators, executives, researchers, and policymakers.