DEVELOPING STUDENTS' SELF-REGULATED LEARNING SKILLS THROUGH DIGITAL EDUCATIONAL TECHNOLOGIES

Abstract The integration of digital educational technologies has created new opportunities for developing students’ self-regulated learning skills. However, access to digital resources does not automatically lead to greater learner autonomy or improved academic achievement. This article examines the pedagogical conditions under which digital technologies can support students’ ability to plan, monitor, evaluate, and regulate their learning activities. The study employs a qualitative literature review and conceptual analysis of research on self-regulated learning, educational technology, and student-centered instruction. Particular attention is given to learning management systems, formative assessment tools, digital portfolios, and interactive learning environments. The analysis identifies goal setting, metacognitive monitoring, timely feedback, teacher guidance, and reflective assessment as essential elements of effective technology-supported learning. A conceptual instructional framework is proposed to integrate these elements into classroom practice. The study concludes that digital technologies contribute to independent learning most effectively when they are embedded in purposeful pedagogical strategies rather than introduced as isolated technological innovations. Keywords: digital education, self-regulated learning, independent learning, educational technologies, metacognition, student-centered learning, formative assessment.