Framework of Self-Regulated Cognitive Engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students

Abstract

In this scientific investigation, the researchers have designed and developed a new model The Framework of Self-Regulated Cognitive Engagement (FSRCE) that integrates self-regulated learning (SRL) and cognitive engagement (CE), addressing the limitations of previously developed frameworks. The FSRCE model is guided by core principles, emphasizing the dynamic SRL loop, two dimensions of cognitive engagement, individual and contextual factors, ongoing adaptation, and the integration of cognitive and behavioral engagement. In the dynamic SRL loop, the model unfolds in four phases: the forethought phase, performance phase, monitoring and feedback loops, and self-reflection phase. These phases illustrate the iterative nature of SRL and emphasize the importance of CE at each stage. The cognitive engagement depth dimension measures the intensity of cognitive involvement, while the cognitive engagement strategies dimension examines the specific strategies students employ. Individual and contextual factors, including intrinsic motivation, goal orientation, self-efficacy beliefs, and external influences, significantly shape CE within the FSRCE framework. Students’ intrinsic motivation and goal orientation drive their engagement, while self-efficacy beliefs influence their ability to regulate their learning processes effectively. Continuous adaptation and optimization are central to the FSRCE model, allowing students to adjust their cognitive engagement in response to evolving task demands and feedback. It underscores the interplay between cognitive and behavioral engagement, recognizing that both dimensions are integral to achieving optimal learning outcomes, and provides students with a blueprint for active participation in their learning, optimizing their CE, and enhancing learning outcomes, thereby shedding light on the path to more effective and meaningful educational experiences.

Keywords

• educational psychology
• academic achievement
• sustainable pedagogy
• sustainable curriculum
• school systems
• educational assessment