Authors
Shan Tuyaerts, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Technology, KU Leuven, Belgium; Lynn Van den Broeck, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Technology, KU Leuven, Belgium; Vincent Rutagangibwa, Department of Electrical and Electronics Engineering, Faculty of Applied Science and Technology, Mbarara University of Science and Technology, Uganda; Peter Ruijten-Dodoiu, Human-Technology Interaction, Faculty of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, The Netherlands; Tinne De Laet, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Science, KU Leuven, Belgium
Synopsis
Self-regulated learning (SRL) is increasingly recognised as a core competency for engineering students, who must navigate complex, multidisciplinary problems and continuously adapt their learning throughout their careers. This chapter introduces SRL through three complementary theoretical models: Zimmerman’s cyclical phases, Boekaerts’ dual processing model, and Hadwin et al.’s socially shared regulation of learning framework, thus highlighting the cognitive, emotional, and social dimensions that shape how students plan, monitor, and evaluate their learning. Eight SRL intervention archetypes are used to provide a practical structure for educators to design or select interventions that fit their context. To illustrate how SRL can be fostered in practice, we present three case studies from different institutional and cultural contexts, demonstrating varied approaches to embedding SRL through reflection, peer support, direct instruction, and technology-enhanced scaffolding. The chapter concludes with ten recommendations for creating effective interventions that foster SRL among engineering students.
Author Biographies
Shan Tuyaerts, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Technology, KU Leuven, Belgium
Tuyaerts, Shan (0000-0001-5107-7524) is a PhD candidate in the ETHER research group at KU Leuven, Belgium. She combines her background in engineering science with her passion for education in the topic of engineering education. In the context of the REFL³ECT project, she researches lifelong learning for engineers, focusing on self-regulation.
Lynn Van den Broeck, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Technology, KU Leuven, Belgium
Lynn Van den Broeck is a postdoc at the Faculty of Engineering Technology, KU Leuven. She holds a MSc in Chemical Engineering and a PhD in engineering education from the same institute. She is closely involved in education and, more specifically, the inclusion of professional competencies in the study programme. In addition, she is responsible for educational professionalisation and teaching assistant training. She is the chair of the study career guidance theme within LESEC, co-chair of SIG Engineering skills at SEFI. Her research interests focus on study guidance, effectiveness and efficiency of educational interventions, LLL and professional competencies, and feedback.
Vincent Rutagangibwa, Department of Electrical and Electronics Engineering, Faculty of Applied Science and Technology, Mbarara University of Science and Technology, Uganda
Rutagangibwa, Vicent (0009-0009-2017-9654) is Assistant Lecturer in Electrical and Electronic Engineering at Mbarara University of Science and Technology, Uganda. His research interests include sustainability in engineering education, reflective learning, and industry-academia collaboration. He is currently pursuing a PhD in Engineering Education at the University of Cape Town (UCT), South Africa.
Peter Ruijten-Dodoiu, Human-Technology Interaction, Faculty of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, The Netherlands
Ruijten-Dodoiu, Peter (0000-0003-1900-3415) is Assistant Professor at the Faculty of Industrial Engineering & Innovation Sciences at Eindhoven University of Technology, the Netherlands. He is curriculum chair of the Psychology and Technology Bachelor and Human-Technology Interaction master programmes. His research interests include AI-supported learning, self-reflection, growth mindset, and process-based learning.
Tinne De Laet, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Science, KU Leuven, Belgium
De Laet, Tinne (0000-0003-0624-3305) is Professor at the Faculty of Engineering Science at KU Leuven, Belgium, member of the Leuven Engineering and Science Education Centre (LESEC), and head of Tutorial Services of Engineering Science. Her research interests include learning analytics, metacognition, self-regulation, and support for first-year engineering and STEM students.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Tuyaerts, S., Van den Broeck, L., Rutagangibwa, V., Ruijten-Dodoiu, P., & De Laet, T. (2026). Fostering Self-Regulated Learning Among Engineering Students . In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 321-340). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.69
