Abstract

The article presents the results of qualitative research investigating lower secondary school leavers’ self-regulated learning in the context of digital literacy. If we perceive digital literacy as a prerequisite for technology-enhanced learning, it is necessary to shed light on how pupils learn to use the technology and whether this method of learning is effective. The aim of the research is to clarify the principle of self-regulated learning to use computer software through problem-solving. Observations of pupils using Microsoft Word and LibreOffice Writer word processors were qualitatively analyzed using the grounded theory method. A model of self-regulated learning to use software was developed from the analysis. Most of the strategies used to solve problems involve choosing the optimal function integrated in the software and using it appropriately. The strategies a pupil uses are determined by their previous knowledge and experience of similar situations. A pupil’s metacognitive control mechanisms oversee the effectivity of their chosen strategies. The results achieved by a pupil may lead to learning that will enhance a pupil’s knowledge and skills, thereby influencing how they solve similar problems in the future. This model implies that pupils are able to independently master unfamiliar software and possibly similar technologies. The developed theory can serve as a basis for understanding the relationship between self-regulated learning and technological proficiency.