Development of teachers’ competencies on Learning Design and on supporting student’s Self-Regulated Learning in the lower secondary school

Abstract The Erasmus+ project SuperRED, led by University of Florence, originated from the challenges encountered during the COVID-19 pandemic on the limited digital competences of students and teachers in using digital technologies for teaching and learning. SuperRED's activities focused on augmenting teachers' Learning Design (LD) capabilities to boost students' Self-Regulated Learning (SRL). This approach was implemented in 3 schools (Belgium, Italy, and Catalunya), co-designing and testing 8 educational scenarios promoting students’ SRL competence in the lower secondary school. A survey was developed to collect teachers’ perceptions of their LD skills and ability to support students’ SRL. Results indicated that the SuperRED approach seems to improve teachers' LD skills and students' SRL competences, raising areas for improvement in terms of professional development, as the design of activities, the mediation of student collaboration, and the enhancement of students' self-reflection during learning activities.