<![CDATA[Digital learning provides university students with greater flexibility and autonomy, but also increases the demands of regulating learning independently. This study analyzes and synthesizes literature on Self-Regulated Learning (SRL) among university students in digital learning, focusing on SRL strategies, psychological factors, and challenges in digital environments. A qualitative approach was employed through a qualitative literature review using purposive literature selection and qualitative content analysis. The literature included empirical studies and reviews of online learning, blended learning, distance education, learning management systems, and technology-mediated learning. The synthesis shows that planning, time management, monitoring, effort regulation, and reflection recur across studies, although their contributions to learning outcomes are not uniform. Self-efficacy, motivation, metacognition, and emotion regulation function as resources, while LMS design, feedback, digital literacy, institutional support, and technological characteristics shape regulatory challenges. Digital autonomy can serve as a resource or an additional regulatory demand depending on student capacity and environmental support. Pembelajaran digital memberikan fleksibilitas dan otonomi yang lebih besar kepada mahasiswa, tetapi juga meningkatkan tuntutan untuk mengatur proses belajar secara mandiri. Penelitian ini bertujuan menganalisis dan mensintesis literatur tentang Self-Regulated Learning (SRL) pada mahasiswa dalam pembelajaran digital dengan fokus pada strategi SRL, faktor psikologis, dan tantangan lingkungan digital. Penelitian menggunakan pendekatan kualitatif melalui qualitative literature review dengan pemilihan literatur secara purposif dan qualitative content analysis. Literatur mencakup penelitian empiris dan kajian ilmiah mengenai pembelajaran daring, blended learning, pendidikan jarak jauh, learning management system, dan pembelajaran berbasis teknologi. Hasil sintesis menunjukkan bahwa perencanaan, manajemen waktu, monitoring, regulasi usaha, dan refleksi merupakan strategi yang berulang, tetapi kontribusinya terhadap hasil belajar tidak seragam. Self-efficacy, motivasi, metakognisi, dan regulasi emosi menjadi sumber daya penting, sedangkan desain LMS, feedback, literasi digital, dukungan institusional, dan karakteristik teknologi membentuk tantangan regulasi. Otonomi digital dapat menjadi sumber daya atau tuntutan tambahan bergantung pada kapasitas mahasiswa dan dukungan lingkungan. Kata Kunci: Mahasiswa; Pembelajaran Digital; Psikologi Pendidikan; Regulasi Diri; Self-Regulated Learning]]>
