Title: Towards technology-enhanced SRL scaffolding: alignment and integration framework informing design and implementation

Authors: Cheikh Boumediene; Abdelhafid Chadli; Benameur Ziani

Addresses: Computer Science Department, Faculty of Sciences, University Amar Telidji of Laghouat, BP 37G, Ghardaïa Road, 03000 Laghouat, Algeria; Sciences and Technology Department, Faculty of Applied Sciences, Ibn Khaldoun University of Tiaret, Alger Road, BP 78, Tiaret, Algeria ' Computer Science Department, Faculty of Mathematics and Computer Sciences, Ibn Khaldoun University of Tiaret, Alger Road, BP 78, Tiaret, Algeria ' Computer Science Department, LIM, Faculty of Sciences, University Amar Telidji of Laghouat, BP 37G, Ghardaïa Road, 03000 Laghouat, Algeria

Abstract: As a teaching-learning construct, self-regulated learning (SRL) scaffolding is bringing out potential ways for effective implementations of technology-enhanced learning, where learners have more autonomy and teaching-learning support is more mediated by technology. However, there is a clear lack in the explicit conceptualisation of SRL scaffolding as a systemic whole construct. Recognising that teaching-learning systems are complex meaning-making environments with multiple perspectives and roles, this paper proposes a framework called SRL-SF, a two-level framework approaching the explicit conceptualisation and informing the systemic implementation of 'SRL scaffolding'. To elaborate this framework, we extensively reviewed foundational literature and meticulously refined various alignment and integration issues. Our major concern is to provide a groundwork for designing 'SRL scaffolds' that enhances capabilities of both teachers and learners as well as technologies.

Keywords: technology-enhanced learning; TEL; learning technology; constructivism; self-regulated learning; SRL; socio-constructivism; scaffolding; alignment framework; integration framework; SRL scaffolding conceptualisation; SRL scaffolds design; SRL scaffolds implementation.

DOI: 10.1504/IJLT.2026.152876

International Journal of Learning Technology, 2026 Vol.21 No.1, pp.49 - 79

Received: 14 Feb 2024
Accepted: 16 Apr 2024
Published online: 14 Apr 2026 *

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