Self-regulated learning in generative artificial intelligence contexts in higher education
: a systematic review of empirical evidence (2022-2026).
Keywords:
Autorregulación, aprendizaje, inteligencia, artificialAbstract
The integration of generative artificial intelligence (GenAI) into higher education raises questions regarding its relationship with self-regulated learning (SRL), particularly concerning the processes students maintain, strengthen, or delegate during their interaction with these tools. This systematic review synthesized empirical evidence published between 2022 and 2026 regarding the relationship between the educational use of GenAI and SRL—considered either globally or through its specific dimensions—among higher education students. Searches were conducted in Scopus, the Web of Science Core Collection, and SciELO using strategies targeting the global SRL construct and eligible self-regulatory dimensions. Following integration and deduplication, 2,031 unique records were evaluated; 939 passed the title and abstract screening, and 163 reports were selected for inclusion in the synthesized corpus. The evidence was characterized by a marked concentration in the 2025–2026 period and by significant methodological heterogeneity. Metacognitive monitoring and regulation were the most represented self-regulatory processes, followed by reflection and self-evaluation, and planning and goal setting. The synthesis revealed that the relationship between GenAI and SRL is not uniform: findings included favorable, null, mixed, and context-dependent results. The most favorable patterns emerged when interaction required planning, verification, revision, and reflection, whereas certain uses characterized by higher levels of delegation were associated with dependency, externalization, or reduced self-monitoring. The evidence also indicated relationships in which SRL preceded and conditioned the manner in which GenAI was used. It is concluded that outcomes depend less on the mere presence of GenAI than on the distribution of regulatory functions among the student, the technology, and the pedagogical design. Longitudinal, experimental, and process-oriented studies are needed to establish the direction and stability of these relationships with greater precision.
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