<![CDATA[ This study aimed to describe the utilization of search engines in supporting self-regulated learning among fourth-semester Educational Technology students at UNIM Bone and to identify the factors influencing the effectiveness of their utilization. The problem underlying this study was the extensive use of search engines in students’ academic activities, which is not always accompanied by the ability to manage information and learn independently. This research employed a descriptive qualitative approach involving 10 fourth-semester Educational Technology students and 1 lecturer as informants. Data were collected through interviews, observations, and documentation, and were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The findings revealed that search engines have become an essential component in supporting students’ self-regulated learning through the stages of planning, monitoring, and learning evaluation. Students utilized search engines to search for information, select and evaluate the credibility of sources, understand learning materials, and complete academic assignments. The effectiveness of search engine utilization was influenced by digital literacy, the ability to evaluate source credibility, learning environment support, technical barriers, and information overload. Overall, search engines function as learning tools that support students’ independent learning. This study aimed to describe the utilization of search engines in supporting self-regulated learning among fourth-semester Educational Technology students at UNIM Bone and to identify the factors influencing the effectiveness of their utilization. The problem underlying this study was the extensive use of search engines in students’ academic activities, which is not always accompanied by the ability to manage information and learn independently. This research employed a descriptive qualitative approach involving 10 fourth-semester Educational Technology students and 1 lecturer as informants. Data were collected through interviews, observations, and documentation, and were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The findings revealed that search engines have become an essential component in supporting students’ self-regulated learning through the stages of planning, monitoring, and learning evaluation. Students utilized search engines to search for information, select and evaluate the credibility of sources, understand learning materials, and complete academic assignments. The effectiveness of search engine utilization was influenced by digital literacy, the ability to evaluate source credibility, learning environment support, technical barriers, and information overload. Overall, search engines function as learning tools that support students’ independent learning. Keywords: search engine utilization, self-regulated learning, Educational Technology students. ]]>
