<![CDATA[This study investigates the self-regulated learning (SRL) profiles of Primary School Teacher Education students at Universitas Kuningan during online learning in the 2023 academic year. Using a mixed-method approach, 30 participants were assessed on metacognitive, motivational, and behavioral SRL dimensions through Likert-scale questionnaires and structured interviews. Findings reveal strong metacognitive skills, particularly in goal setting, progress monitoring, and planning. Motivationally, students exhibited sustained task interest but showed lower self-efficacy, indicating a need for confidence-building interventions. Behavioral strengths included effective time management and resource optimization, though enhanced digital literacy is recommended for improved resource utilization. Qualitative insights highlighted students’ appreciation for the flexibility of online learning but noted challenges such as reduced social interaction and limited access to physical resources. These findings emphasize the need for tailored strategies to address self-efficacy gaps and suggest hybrid learning models as an effective approach to balance flexibility and structure in education. The study contributes to the broader discourse on SRL by providing insights specific to a non-Western educational context, paving the way for future research and practical interventions.Keywords: self-regulated learning; online learning; metacognition; motivation; behavioral strategies; hybrid learning; higher education ]]>
