An integrative systematic review analysis of research on technology-enabled personalized learning and self-regulated learning

Abstract This study examined how integrating personalized learning, self-regulated learning, and technology can enhance students’ learning quality and meet the evolving needs of higher education. While earlier research often explored these areas separately, this review examines their combined potential to enhance learner autonomy and learning outcomes. Using PRISMA for data selection and VOSviewer for data analysis, 112 Scopus-indexed publications (published during 2006–2023) were examined through bibliometric techniques to identify research trends, influential journals, and emerging opportunities. Following the quantitative analysis, a systematic qualitative synthesis was conducted, focusing on the 10 most-cited studies. The analysis revealed key themes such as ‘learning analytics’, ‘scaffolding for self-regulation’, ‘technological mediation of learning’, and emerging areas, including ‘learning analytics’, ‘smart environments’, and ‘intelligent tutoring’. Building on these insights, the study proposes a pedagogical framework that leverages technology to promote self-regulation, enhance the use of cognitive strategies, and improve academic performance. The findings highlight the dynamic role of technology-enabled pedagogy and suggest that future research should focus on specialized and technology-driven approaches to optimize personalized learning.