Technology and instructional approaches to support self-regulated learning in STEM education: A systematic literature review

In recent years, the importance of self-regulated learning (SRL) has become increasingly prominent in STEM education, encompassing science, technology, engineering, and mathematics. Self-regulated learning is regarded as a key competency for students to engage in autonomous learning and achieve sustainable development, particularly in complex and dynamic learning environments. However, there remains a lack of systematic and comprehensive research on how to foster self-regulated learning in STEM education. Following the PRISMA guidelines, this study conducts a systematic literature review to explore self-regulated learning in STEM education and learning contexts, rigorously selecting and analyzing relevant studies published between 2016 and 2025, and ultimately including 23 studies in the review. This review focuses on the primary pathways through which self-regulated learning is promoted in STEM education, including the technological tools that support and scaffold SRL, the instructional approaches to foster SRL, and the cognitive, affective, and behavioral outcomes associated with SRL and SRL-related interventions. As the study results show, a variety of modern technological tools support the development of self-regulated learning in STEM, including AI-powered learning systems, digital learning platforms, computer simulation technology, etc. Furthermore, the instructional approaches, such as innovative modules, game-based instructional approaches, and instructional methods, were found to contribute to the development of SRL. In addition, the review reveals that SRL and SRL-related interventions were associated with a range of cognitive, affective, and behavioral outcomes, with particularly notable associations reported for academic achievement and strategy use.