Digital Scaffolding and Active Learning Strategies for Self-Regulated Learning in STEM Higher Education: A Systematic Review

Abstract

This systematic review examines recent research on self-regulated learning (SRL) in STEM disciplines in higher education, with particular emphasis on the pedagogical and technological factors that support its development. Following the PRISMA 2020 guidelines, 26 indexed and peer-reviewed studies published between 2022 and 2025 in Web of Science and Scopus were analyzed. Thematic and bibliometric analyses were conducted to identify the main research trends, theoretical frameworks, and forms of pedagogical and technological mediation. The findings suggest an asymmetrical pattern within the reviewed corpus. Although active learning and digital technologies, including learning analytics, simulations, and AI-supported tools, are increasingly used in STEM education, the evidence does not consistently demonstrate a transfer from externally scaffolded regulation to sustained learner autonomy. Cognitive-constructivist and problem-based learning frameworks were more frequently represented within the reviewed corpus, whereas co-regulated and socially shared regulation frameworks were less frequently addressed. The findings further suggest that technological sophistication alone does not consistently support SRL; rather, its contribution appears to be closely associated with the pedagogical functions assigned to digital tools and their integration into learning activities. Finally, the review identifies tensions between externally guided regulation and sustained learner autonomy, as well as concerns related to unequal access, participation, and support in STEM education.