| Title: | Systematic analysis of research studies on students’ self-management supported by use of digital technology in primary education |
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| Authors: | ID Cojhter, Miha (Author)
ID Licardo, Marta (Author) |
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| Files: |  https://morepress.unizd.hr/journals/index.php/magistraiadertina/article/view/4990
 RAZ_Cojhter_Miha_2025.pdf (861,22 KB)
MD5: 4790959F223F43D870CD20226934F627
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| Language: | English |
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| Work type: | Scientific work |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | PEF - Faculty of Education
UZUM - University of Maribor Press
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| Abstract: | This systematic review critically evaluates peer-reviewed literature on the outcomes of self-management interventions in primary schools, supported by use of digital technologies. Guided by the PRISMA 2020 guidelines, the review encompassed eight databases and included empirical studies, literature reviews, meta-analyses, and theoretical contributions published between 2014 and 2024. Inclusion criteria mandated a focus on school-based self-management interventions in primary school settings.Findings highlight the critical influence of self-management on primary education. Studies demonstrate that interventions, including those leveraging digital tools, games, and open educational resources, significantly enhance student engagement, learning outcomes, as well as social and emotional competencies. The review underscores the importance of teacher training and acknowledges challenges in integrating self-management strategies within existing curricula. Effective self-management necessitates a nuanced approach combining traditional methods with modern digital technologies tailored to individual student needs. For example, integrating game-based self-management techniques and digital tools, like mobile learning applications, benefits engagement and academic performance, particularly for students with learning challenges. While further research is crucial to evaluate the long-term effectiveness of digital interventions and develop innovative strategies for promoting self-management across diverse educational contexts, potential benefits of digital technology-based approaches are clear. The limitations of traditional methods, which often prioritize external control over fostering intrinsic motivation and self-regulation, highlight the need for new and engaging tools. This is particularly relevant considering that young children often struggle with self-management skills, exhibiting behaviours like aggression, lack of motivation, and disengagement from learning. Traditional approaches frequently lack effective interventions, especially those leveraging modern digital technologies, needed to adequately address these challenges and cultivate essential self-management skills. However, research indicates a significant gap in exploring the development of self-management skills in connection with the implementation of digital technology in learning environments. This gap represents a crucial area for further investigation, as it highlights the need for a more nuanced understanding of how digital technology can be leveraged not just for academic progress, but also for fostering essential social-emotional competencies like self-management. Therefore, exploring the use of interactive games, educational apps, and engaging digital platforms, specifically designed with self-management development in mind, offers a promising avenue for transforming how these crucial skills are taught and learned. These digital technologies hold the potential to create more engaging and personalized learning experiences, catering to individual needs and learning styles in ways that traditional methods often fail to accomplish. |
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| Keywords: | self-management, social and emotional competencies, Prisma Model, digital technology, students |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Article acceptance date: | 15.09.2025 |
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| Publication date: | 19.12.2025 |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 103-132 |
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| Numbering: | Letn. 20, št. 1 |
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| PID: | 20.500.12556/DKUM-96383  |
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| UDC: | 373.3:[37:004] |
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| ISSN on article: | 1849-0018 |
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| COBISS.SI-ID: | 262588931 |
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| DOI: | 10.15291/magistra.4990 |
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| Publication date in DKUM: | 23.12.2025 |
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| Views: | 197 |
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| Downloads: | 9 |
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| Metadata: |    |
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| Categories: | Misc.
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