The educational landscape is continuously evolving, prompting ongoing discussions among educators and psychologists about effective knowledge acquisition methods. Cognitivism and Constructivism are two educational theories that play a significant role in understanding learning dimensions. Although these theories have been widely studied, their practical use in classroom settings to support student autonomy and self-regulation has been explored less thoroughly. This study explores the application of cognitivist and constructivist approaches in the teaching-learning process and their implications for independent learning. The study identifies crucial elements of self-regulation, such as goal-setting, self-monitoring, and reflection. It further explores their implications for instructional methods by examining empirical research and theoretical frameworks. Using a qualitative research method, this study utilized purposive sampling to collect data from a total of 20 participants from Pakistan, Oman, and China, selected from among university students, ensuring diversity in background, gender, education level, and majors. The thematic analysis produced key themes including individual differences in memorization and goal-setting, study habits, support mechanisms, and effectiveness of teaching methods. The discussion highlights the significance of cognitivist and constructivist approaches in developing and promoting student autonomy and self-regulation in the learning process, offering valuable knowledge to the broader study of enhancing student engagement and performance, ultimately contributing to the UN’s SDG4, that is, to improve quality education for all.
Ishtiaq et al. (Fri,) studied this question.