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Research report: Fostering self-regulated learning at Maastricht University – Insights from educators and literature

Ever wondered what self-regulated learning (SRL) actually means, especially in a university setting?

How does it relate to our learning approach? What are practical tips for supporting students in developing these skills? And why is that support so important?

The new handbook, Fostering Self-Regulated Learning at Maastricht University, offers answers to these questions.

Drawing on academic literature, good practices, and the experiences of UM teaching staff, this handbook outlines what SRL is, how it connects to our CCCS educational model, and how it can be applied in day-to-day teaching. It includes concrete examples, tools, and reflections from colleagues across faculties.

This collection of self-regulated learning (SRL) experiences at Maastricht University (UM) aims to inspire educators to explore SRL, understand its connection to UM’s Problem-Based Learning (PBL) system, and access resources to dive deeper into the topic.

This report results from an innovation project initiated by EDLAB, Maastricht University’s Centre for Teaching & Learning. The project “Supporting self-regulation skills for lifelong learning” aims to deepen our understanding of self-regulated learning (SRL) and develop a framework that enables UM staff members to integrate insights from both research and good practices at UM into their teaching. This project intentionally explores SRL within the CCCS context to investigate its application at UM and beyond.

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