<![CDATA[Digital learning environments offer flexibility and opportunities for independent learning but also require learners to regulate cognition, motivation, attention, and behavior. This study examines the contribution of Self-Regulated Learning (SRL) to learning behavior transformation and learner autonomy in digitally mediated education. A qualitative narrative literature review employed structured searching and screening in ERIC and OpenAlex for studies published between 2020 and 2025. Of 149 identified records, 62 primary empirical studies met the eligibility criteria and constituted the thematic corpus; 22 contextual and secondary sources supported interpretation. The synthesis identified five interconnected domains: technological affordances, metacognitive regulation and strategy enactment, motivational-emotional regulation, pedagogical and social scaffolding, and digital challenges and regulatory constraints. Findings indicate that digital technologies support learning regulation through feedback, progress monitoring, personalization, and adaptive assistance, although their effectiveness depends on learners’ regulatory skills and instructional conditions. Metacognitive strategies and motivational regulation facilitate persistence and purposeful learning, while pedagogical and social scaffolding help learners develop regulatory capacities. Drawing on these findings, the study proposes the Digital Self-Regulatory Ecosystem (DSRE), integrating four interacting dimensions: technological affordances, metacognitive regulation, motivational regulation, and pedagogical support. Digital risks function as cross-cutting constraints, behavioral adaptation connects regulatory processes with evolving learning practices, and learner autonomy emerges as an outcome of these interactions. The framework offers a conceptual basis for understanding how learners, technologies, and pedagogy jointly shape self-regulation and autonomy, while highlighting the importance of designing digitally mediated learning experiences that support independent decision-making.]]>
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