Kurnia Putri Sepdikasari Dirgantoro, Bambang Avip Priatna Martadiputra, Al Jupri
The rapid advancement of information and communication technology (ICT) has transformed the way in which students learn and teachers teach mathematics while also creating new opportunities to support the learning process, both independently (self-regulated learning, SRL) and collaboratively (coregulated learning, CoRL). Although various technological innovations have been integrated into mathematics learning, systematic studies mapping how technology supports SRL and CoRL are still limited and scattered. This study aims to synthesize research trends critically, the types of technology used, and the challenges and directions for developing studies on ICT integration to support regulated learning in mathematics education. Using a systematic literature review approach based on the PRISMA protocol, seven articles from the Scopus, SAGE, and ERIC databases were thoroughly analyzed. The results show that most studies focus on SRL, whereas CoRL remains underexplored. The most frequently used technologies include adaptive learning systems, multimedia and augmented reality applications, interactive digital learning modules, and learning analytics. Most studies have focused on primary and secondary education levels, whereas higher education contexts remain understudied. The main challenges were related to pedagogical, technological, managerial, and affective aspects. This study emphasizes the importance of developing ICT-based learning that can foster individual and collaborative learning regulation. The implications for further research include the need to explore CoRL in depth, implement longitudinal studies, and integrate social-emotional dimensions into digital learning design. For educational practice, the results of this study emphasize the importance of creating a holistic, adaptive, and contextual mathematics learning environment that empowers students to learn independently and collaboratively in the digital age. © 2026, Malque Publishing. All rights reserved.
Department of Mathematics Education, Universitas Pelita Harapan, Tangerang, Indonesia; Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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