A Flexible Curriculum Model Based on Self-Regulated Learning in E-Learning
Keywords:
Flexible curriculum model, Self-regulated learning, E-learningAbstract
Purpose: This study aimed to design and test a flexible curriculum model based on self-regulated learning in e-learning environments.
Methodology: This applied study employed a descriptive–correlational design using structural equation modeling. The population consisted of secondary school teachers and students in Tehran engaged in formal e-learning. A multistage cluster sample of 392 participants was selected. Data were collected using validated questionnaires measuring curriculum flexibility and self-regulated learning. Data analysis was conducted using SPSS 26 and AMOS 24.
Findings: Results indicated that curriculum flexibility had a strong, positive, and significant direct effect on self-regulated learning (β = 0.73, p < 0.001) and explained 53% of the variance in self-regulated learning. Model fit indices confirmed the adequacy of the proposed model, and construct reliability and validity were supported.
Conclusion: The findings demonstrate that flexible curriculum design plays a critical role in strengthening learners’ self-regulation in e-learning and provides a robust framework for improving learning quality and sustainability in digital education.
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Copyright (c) 2025 Shahla Bahrami; Mahbubeh Khosravi (Author)
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