Self-Regulated Learning in Technology-Enhanced and AI-Mediated Education
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BILD
Brussels research centre for Innovation in Learning and Diversity [BILD] is a research group embedded in the Department of Educational Sciences at Vrije Universiteit Brussel. BILD is committed to research in educational change and innovation in both compulsory and lifelong learning contexts (informal, non-formal and formal education). Central to all research activities is the promotion of participation and inclusion through educational interventions to drive systems-level change and open personalized pathways to opportunity.
BILD-research focuses on three main research themes: (1) student-centered learning, (2) arts education, and (3) educational effectiveness and improvement, with transversal expertise in digital technology and the professional development of educators.
Beschrijving van het project
Self-regulated learning (SRL) is increasingly recognised as a cornerstone of effective learning in both formal and informal educational contexts. It encompasses learners’ ability to manage their own learning processes through goal-setting, planning, monitoring, and reflection. As digital technologies and generative artificial intelligence (GenAI) tools become more prevalent in education, SRL is gaining importance as a critical skill for academic achievement and lifelong learning.
At the same time, the integration of technologies such as adaptive learning platforms, AI-supported tutoring systems, and learning analytics dashboards introduces new complexities. While these tools offer opportunities for personalised support and real-time feedback, they may also reduce metacognitive engagement or lead to over-reliance on automated guidance. Supporting meaningful, intentional, and autonomous learning in these contexts requires both theoretical innovation and empirical research.
This research area focuses on understanding and enhancing SRL in technology-enhanced learning environments, with particular attention to the balance between learner autonomy and technological support. It explores how digital and AI-based tools can scaffold SRL processes without undermining learners’ agency.
A complementary strand of research centres on teacher self-regulated learning (TSRL): how educators manage their own professional development and foster SRL in students through pedagogical design, instructional strategies, and technology integration. Teachers play a dual role – as self-regulated learners themselves and as facilitators of SRL for students – yet their diverse needs are often overlooked in professional development initiatives. Research may examine how mobile or AI-supported tools can provide personalised and scalable support for TSRL.
Together, these research strands contribute to the development of inclusive, adaptive, and future-ready learning environments in an era of increasingly AI-mediated education.