Teachers in Transition: Ecosystemic Perspectives on SRL Support Attitudes and Behaviors Post-Pandemic

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 4
  In Roundtable Session: Designing for Self-Regulation: AI, Scaffolding, and Learner Agency

Abstract

This mixed-methods study explores how secondary school teachers support students’ self-regulated learning (SRL) in technology-enhanced environments after the pandemic. Drawing on survey data from 2,066 students and interviews with 22 teachers across two regions in China, the study addresses three research questions: how teachers perceive and enact SRL support, what contextual factors shape their practices, and how support extends to both students and families. Quantitative findings identify four key dimensions of teacher support—resource, capacity, SRL strategy, and emotional. Qualitative data reveal a complex ecosystem shaped by personal beliefs, institutional constraints, and family dynamics. Despite facing systemic barriers, many teachers demonstrate resilience and agency. The study underscores the need for multi-stakeholder collaboration to sustain meaningful, technology-enhanced learning in the post-pandemic era.

Authors

• Shuyu Chen, Zhejiang University

• Jing Wang, Zhejiang University