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Article 8 |\n| --- | --- |\n| Summer 08-31-2025\u003Cbr>Supporting Self-regulated Learning across Disciplines in International Post-secondary Education\u003Cbr>Laila Ferreira\u003Cbr>The University of British Columbia, [Laila.Ferreira@ubc.ca](Laila.Ferreira@ubc.ca)[ ](Laila.Ferreira@ubc.ca)Katherine Lyon\u003Cbr>The University of British Columbia, [katherine.lyon@ubc.ca](katherine.lyon@ubc.ca)[ ](katherine.lyon@ubc.ca)Jennifer Walsh Marr\u003Cbr>The University of British Columbia, [jennifer.walshmarr@ubc.ca](jennifer.walshmarr@ubc.ca)[ ](jennifer.walshmarr@ubc.ca)Georg Rieger\u003Cbr>The University of British Columbia, [georg.rieger@ubc.ca](georg.rieger@ubc.ca)[ ](georg.rieger@ubc.ca)Silvia Mazabel\u003Cbr>The University of British Columbia, [silvia.mazabel@ubc.ca](silvia.mazabel@ubc.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2025.1.16596](https://doi.org/10.5206/cjsotlrcacea.2025.1.16596) |  |\n\nRecommended Citation  \nFerreira, L., Lyon, K., Walsh Marr, J., Rieger, G., & Mazabel, S. (2025) . Supporting self-regulated learning across disciplines in international post-secondary education. The Canadian Journal for the Scholarship of Teaching and Learning, 16(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2025.1.16596](https://doi.org/10.5206/cjsotlrcacea.2025.1.16596)  \nSupporting Self-regulated Learning across Disciplines in International Post-secondary Education  \nAbstract  \nThis paper reports on the results of a project involving the incorporation of Self-Regulated Learning Supportive Practices (SRL-SPs) in required first-year courses for new international students at Vantage College, a specialized pathway program at The University of British Columbia. Three case studies detail how SRL-SPs were adapted and implemented by instructors within three different disciplinary contextsand represent findings on how SRL-SPs can support instructor teaching and student learning when those students and their instructors are from diverse educational backgrounds or cultures of learning (Johansen & Tkachenko, 2019) . Findings include an enhanced understanding of the expectations that instructors and students bring about knowledge and knowledge production processes in the disciplinary learning contexts of a Canadian university and how SRL-SPs foster international students’metacognition about their own learning. Further, a cross-disciplinary Community of Practice for instructors was developed through the project and furthers critical reflection on disciplinary and cultural expectations within post-secondary teaching and learning. Our overarching conclusion is that the success of SRL-SPs depends upon the increased presence and self-reflection of instructors in structuring the learning environment and activities. These and other insights provide an understanding of the potential benefits of SRL-SPs for international students and their instructors and promise to inform how instructors plan their courses with a diverse student body.  \nCet article présente les résultats d'un projet visant à intégrer des pratiques favorisant l'apprentissage auto-dirigé (Self-Regulated Learning Supportive Practices – SRL-SP) dans les cours obligatoires de première année destinés aux nouveaux étudiants internationaux et aux nouvelles étudiantes internationales du Vantage College, un programme spécialisé de l'Université de la ColombieBritannique. Trois études de cas détaillent la manière dont les SRL-SP ont été adaptées et mises en œuvre par les enseignants et les enseignantes dans trois contextes disciplinaires différents et présentent les conclusions sur la manière dont les SRL-SP peuvent soutenir l'enseignement desenseignants et des enseignantes et l'apprentissage des étudiants et des étudiantes lorsque ces dernierset leurs enseignants proviennent de milieux éducatifs ou de cultures d'apprentissage divers (Johanse","cbCaidi9Kbg0Ydv2","https://ap.wps.com/l/cbCaidi9Kbg0Ydv2","pdf",206678,18,"English","# Abstract\n## Project purpose and context\n## Case studies across disciplines\n## Instructor practice and student metacognition\n## Community of Practice and reflection\n## Overarching conclusions","[{\"question\":\"What was the project’s main purpose?\",\"answer\":\"The project aimed to incorporate Self-Regulated Learning Supportive Practices (SRL-SPs) into required first-year courses for new international students at Vantage College.\"},{\"question\":\"How were the SRL-SPs examined in the study?\",\"answer\":\"Three case studies documented how instructors adapted and implemented SRL-SPs across three different disciplinary contexts.\"},{\"question\":\"What does the paper conclude about what drives SRL-SP success?\",\"answer\":\"The paper concludes that success depends on instructors’ increased presence and self-reflection in structuring learning environments and activities.\"}]","Supporting Self-regulated Learning across Disciplines in International Post-secondary Education | PDF",1792083055,45]