Kaya M. H., Bulut M. A., Aşık G., Adigüzel T.
FRONTIERS IN HUMAN DYNAMICS, vol.8, pp.1-13, 2026 (ESCI, Scopus)
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Publication Type:
Article / Article
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Volume:
8
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Publication Date:
2026
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Doi Number:
10.3389/fhumd.2026.1847136
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Journal Name:
FRONTIERS IN HUMAN DYNAMICS
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Journal Indexes:
Scopus, Sociology Source Ultimate (EBSCO), Emerging Sources Citation Index (ESCI), Directory of Open Access Journals
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Page Numbers:
pp.1-13
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Istanbul Gelisim University Affiliated:
Yes
Abstract
This study investigates the design, implementation, and impact of an e-professional development program focused on self-regulated learning (SRL) cognitive strategies for K-12 teachers. Framed by an integrative theoretical perspective on SRL, the study examines how teachers can embed rehearsal, organization, elaboration, and critical thinking into regular teaching content across grade levels, subjects, and learning contexts. It also explores the characteristics of learning environments that support SRL strategy instruction and the role of digital technologies in facilitating this process. A mixed-methods design was employed. The study drew on 24 lesson plans developed by teachers who participated in a seven-week cognitive strategies module within a broader 16-week SRL training program. Quantitative data were obtained through an expert-developed rubric assessing the integration, implementation, and technology integration of SRL cognitive strategies, while qualitative data were analyzed through thematic analysis of the lesson plans. The findings indicate that the training had a positive impact on teachers’ instructional planning and classroom-oriented strategy use. Teachers successfully incorporated SRL cognitive strategies across preschool, primary, middle, and high school contexts, with particularly strong evidence of elaboration and critical thinking activities. Quantitative results showed higher scores for implementation than for overall integration, suggesting that teachers were more successful in applying strategies in specific instructional activities than in embedding them systematically throughout whole lesson plans. The study also shows that learner-centered, reflective, and collaborative environments are conducive to SRL strategy instruction. In addition, digital tools supported the use of all four cognitive strategies by enabling interaction, feedback, visualization, collaboration, and authentic task design. Overall, the study demonstrates that structured, theory-informed professional development can help teachers integrate SRL cognitive strategies into everyday instruction and foster more learner-centered, technology-enhanced educational practices. These findings offer practical implications for teacher education, curriculum design, and school-wide efforts to promote independent, strategic, and reflective learning across contexts.