Empowering future accountants: The role of self-regulated learning in lifelong success

This study explores the role of self-regulated learning (SRL) in fostering lifelong learning skills among second-year Bachelor of Accounting students, aspiring to become chartered accountants. Lifelong learning, a crucial competency for chartered accountants, is closely tied to SRL, which involves actively managing one's cognitive processes, motivation, and learning environment. The study examines SRL through various theoretical lenses, including cognitive, sociocultural, constructivist, and motivational theories. By examining these theories, an integrated programme could be developed that raises students' awareness about self-regulated learners' characteristics. The objective of this study, situated within an action research methodology, is to examine the effectiveness of this programme in increasing students' knowledge and awareness of SRL skills and how it can be implemented in their learning process. The findings suggest that students found the programme fun, educational and insightful. They identified the programme as a tool to empower them with the key elements of SRL. The contribution of this study provides management educators with a framework for integrating SRL skills into existing curricula, enabling effective teaching strategies without disrupting course structures. By embedding SRL development, educators can enhance students' professional competencies, improving job readiness and performance in dynamic managerial roles. • A commitment to lifelong learning is a core professional value for Chartered Accountants (CAs). • Self-regulated learning (SRL) involves the active management of the learning process. • SRL is closely tied to lifelong learning. • A programme that instils SRL skills in students can be developed by integrating learning theories. • An SRL programme can be integrated into an existing curriculum without sacrificing time on technical content.