Teachers' practices in the use of digital technology to promote students’ self-regulated learning and metacognition: A systematic review

This systematic review examined 45 studies published between January 1986 and January 2025 on how K-12 school teachers promote self-regulated learning (SRL) and metacognition using digital technology. We classified these instructional practices according to instruction, coaching, scaffolding, and feedback. Digital tools such as feedback systems, dashboards, or generative artificial intelligence (GenAI) were found to enhance SRL and metacognition, complementing traditional analog strategies. The findings suggest that an appropriate combination of digital and analog promotion increases the effectiveness of SRL and metacognitive development. Future research should explore the dynamic interplay among teachers, learners, and technology to further optimize SRL promotion.