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InSelf-regulated learning (SRU) has a key impact on academic achievement and learning effectiveness. Teaching students how to self-regulate their learning and engaging in work in a stimulating environment improves their performance. The authors believe that self-regulated learning has a mediating influence in the ongoingrelationship actionbetween research,teaching and school success. We also know gender differences in self-regulation of learning. Therefore, the focusaim isof onthis increasingresearch was to examine the digitalrelationship competencesbetween teachers' encouragement of preschoolself-regulated teachers,learning oneand school success of thestudents, key competences of lifelong learning accordingand to the recommendations ofexamine the European Commission (General Directorate of the EU for Education, Youth, Sports and Culture, 2019). Recognizing the centralmediating role of digitalproactive toolsself-regulation strategies in modernthis pedagogy,relationship, as well as the researchmoderating aims to raise the levelrole of digital competences of educators within the institution and respond to their specific needs by encouraging their expertisegender in the effectiverelationship usebetween self-regulation of digital toolslearning and resources.school Recognizingsuccess. The research was conducted on a sample of 2154 primary and secondary school students, who assessed the transformativeteacher's potentialencouragement of technologySRU inand educationtheir (Ali,self-regulatory 2023),strategies thereduring isclass anand urgentschool needperformance.
toThe empowerpaper educators withanalyzes the necessaryrelationships skillsbetween encouraging SRU and knowledge.school Therefore,success, thisas actionwell research seeks to bridgeas the gapmediating between the current competenceseffects of preschoolproactive teachersself-regulation strategies and the requirementsmoderating effect of the modern educational environment. For the purposes of the research, a combination of qualitative and quantitative research methods was used. The initial assessment of the situation in the institution required educators to self-assess their digital competences. For the purposes of the research, a questionnaire was created and administered to 24 educators. The results of the initial assessment showed that almost half of the respondents do not consider themselves digitally competent, and as many as 71% of them feel the need for training in the areas of information literacy, communication and collaboration, and the creation of digital content. In order to achieve progress in the mentioned areas, this research implemented IT workshops carried out with teachers who expressed their desire and need for it. At the end of the workshops, data will be collected using the focus group method. The final results will be presented at the STOO 4 conference.gender.
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