Promoting self-regulated learning during the covid-mandated remote learning period: Insights from interviews with primary school teachers

The Covid-19 pandemic challenged teachers to foster self-regulated learning (SRL) in remote education contexts where direct guidance was limited. This study explored how Dutch primary school teachers adapted their SRL support under these conditions. Semi-structured interviews with 10 teachers revealed major challenges, including monitoring student engagement, supporting emotional well-being, and differentiating instruction. Teachers relied mainly on indirect strategies to promote SRL, while direct instruction remained rare. Scaffolding practices often intensified rather than faded, and partnerships with parents became more prominent. Findings underscore the need for better tools and training to support SRL development in flexible and disrupted educational environments. • Teachers faced major challenges in promoting SRL during remote learning. • Direct promotion of SRL was limited, while teachers did use indirect promotion. • Emotional regulation support was challenging, with teachers often taking control. • Parents played a critical role in supporting SRL during remote learning. • Findings inform future SRL practices in remote or hybrid education settings.