Pedagogical Interventions That Support Self-Regulated Learning in Secondary School Students: A Systematic Literature Review

Abstract

Self-regulation of learning (SRL) is a key skill for secondary school students, placing them as active and conscious agents of their own learning. It enables learners to plan, monitor, and evaluate their progress, fostering autonomy and responsibility. Teachers play a crucial role by designing pedagogical interventions that guide and support students across different learning stages toward achieving personal goals. However, further research is needed to understand how different pedagogical strategies have been used to support SRL in secondary school contexts. This study conducted a systematic literature review using PRISMA with two goals: (1) to identify and describe teaching strategies in pedagogical interventions for SRL in secondary education, and (2) to analyze how these interventions support students’ self-regulation. From 12 selected papers, seven pedagogical approaches were identified. The findings highlight the diversity of pedagogical strategies, technologies and assessment practices and indicate the need for clearer methodological guidance, teacher preparation and future comparative research on SRL interventions.