Technology-supported interventions to facilitate self-regulated learning in vocational education: a systematic literature review

Despite the increasing emphasis on self-regulated learning (SRL) as a critical competence in Technical and Vocational Education and Training (TVET), there remains a lack of clarity on how technology can effectively support its development within vocational contexts. This study aims to systematically review existing literature to identify the characteristics, benefits, challenges, and needs of technology-supported interventions for facilitating SRL in TVET settings. Using the PRISMA method, this systematic review analyzed 15 peer-reviewed studies published between 2008 and 2024 that focused on technology-facilitated SRL in vocational education. The findings reveal a concentration of research in Western and East Asian contexts, with a predominance of quantitative designs. They also highlight the potential of technologies such as learning management systems, multimedia tools, and web-based platforms to enhance SRL. Future research should investigate emerging technologies, such as 3D modeling and 3D printing, to better support authentic SRL in engineering and vocational education.