From theory to action: Supporting self-regulated learning in the classroom

This chapter explores how self-regulated learning (SRL) can be effectively supported in classroom settings to foster student autonomy, strategic thinking, and deep learning. Drawing on the dual-pathway model by Dignath and Veenman, it distinguishes between direct strategy instruction and indirect environmental activation. Direct promotion involves explicit teaching of metacognitive, cognitive, and resource-oriented strategies, while indirect promotion focuses on autonomy-supportive environments, collaborative learning, feedback, and error-tolerant classroom climates. The authors argue that both approaches are essential and mutually reinforcing. Using classroom-based interventions and empirical studies, the chapter illustrates how SRL strategies can be embedded across subjects and sustained through school-wide practices. It further highlights the competencies teachers need — knowledge, beliefs, motivation, and their own self-regulation — to foster SRL effectively. Lastly, the chapter emphasizes that long-term, systemic implementation, supported by shared school visions and collaborative cultures, is crucial for embedding SRL into everyday practice and for preparing students for lifelong, self-directed learning.