Sergio Di Sano

Self-regulation plays a crucial role in the overall well-being of students, including those with learning disabilities (LD) and social, emotional, and behavioral disorders (SEBD). Conceptually, digital learning offers great potential for supporting students with special educational needs (SEN) in learning and social-emotional development at inclusive schools and can effectively promote self-regulation processes. This systematic review aims to shed light on the potential of digital learning to promote the self-regulation of students with SEN in inclusive contexts. A systematic literature search was conducted on selected databases. Seven studies met the inclusion criteria and were analyzed regarding the empirical evidence, characteristics of digital learning methods, and factors influencing their effectiveness. The results showed that digital learning methods can foster improvements in academic outcomes, e.g., students’ persuasive writing skills, and in enhancing emotion regulation in students. The effectiveness of the digital learning methods depends mostly on their implementation by teachers.