Self‐Regulated Learning and Governance of AI in Higher Education
Bibliographic Data
| ID | 21592502 |
|---|---|
| Authors | Debananda Misra (0000-0001-6020-680X, Indian Institute of Technology Delhi New Delhi India, corresponding author), Priya Nirmal (0009-0007-7771-8984, Indian Institute of Technology Delhi New Delhi India), Mansi Bhat (0009-0001-8525-8515, Indian Institute of Technology Delhi New Delhi India) |
| Year | 2026 |
| Volume | 80 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0951-5224 • E-ISSN: 1468-2273 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/hequ.70079 |
| OpenAlex | W4417310471 |
| Language | EN |
| References cited | 30 |
We examine how students in higher education respond to governance and self‐regulate AI use for learning within evolving institutional norms. Using a qualitative design and interviews with 25 students from three leading STEM universities in India, we analyse students' engagement with AI tools across regulatory—self‐regulation, co‐regulation, socially shared regulation, and top‐down regulation—and governance dimensions. Our findings indicate that student agency is shaped by both pedagogical and governance aspects of AI. Students actively interpret AI policies, seek legitimacy for AI use, and negotiate institutional expectations through compliance, adaptation, and peer standardisation. We propose a conceptual framework combining the regulation dimension with AI governance, suggesting four student‐centred scenarios for the use of AI: student‐AI as mutually reinforcing, AI as a peer, AI as a co‐creator, and AI as a rule‐based tool. Our study challenges binary perspectives of AI governance as either strict prohibition or unrestricted autonomy. Instead, we argue for a balanced approach where institutions provide clear guidelines while fostering student‐driven, ethical AI use
Corporate governance · Higher education · Legitimacy · Negotiation · Qualitative research · Artificial Intelligence in Healthcare and Education · Digital Education and Society · Ethics and Social Impacts of AI
Personal Learning Environments, social media, and self-regulated learning
New Frontiers
Artificial intelligence in education
Self-Regulation, Coregulation, and Socially Shared Regulation
Self-regulated learning strategies & academic achievement in online higher education learning environments
Chatting and cheating
A Review of Self-regulated Learning
A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing
Will artificial intelligence drive the advancements in higher education? A tri-phased exploration
Empowering student self‐regulated learning and science education through ChatGPT
Governance of artificial intelligence
Sorting Machines
The polity of implementation
Becoming a Self-Regulated Learner
Institutional logics analysis in higher education research
On the Governance of Artificial Intelligence through Ethics Guidelines
Institutional Logics and the Historical Contingency of Power in Organizations
| Citation velocity | historical |
|---|---|
| Highly cited | No |