Supporting Self-Regulated Learning in Primary Education: A Case Study in a Directed Independent Learning School

Abstract

Supporting students’ self-regulated learning (SRL) in school is essential for fostering self-directed learners and depends largely on how teachers design learning environments and instructional tasks. The aim of this case study is to examine how SRL-supportive classroom practices manifest across two learning groups in a primary school implementing directed independent learning. Participants included 59 students from two multi-age learning groups and four teachers. Learning activities were observed over one school week in both groups, and teacher interviews were conducted before and after the observations. Data were analysed using qualitative deductive content analysis. Findings indicated that in both learning groups, SRL-supportive practices included supportive classroom structures, opportunities for student autonomy, scaffolding and co-regulation, and practices supporting a collaborative learning community. In Grades 1–3, teacher-prepared daily learning guides structured choices and provided opportunities for frequent feedback, whereas in Grades 4–6, weekly digital learning guides provided opportunities for co-construction of plans, peer-supported regulation and more individualised planning. The findings highlight how similar SRL-supportive principles were enacted differently across the two learning groups, reflecting differences in classroom organisation, learning guides, and opportunities for student participation and autonomy.