CHATGPT AS A SCAFFOLDING TOOL FOR STUDENTS’ SELF-REGULATED LEARNING: A SYSTEMATIC LITERATURE REVIEW

Abstract

The development of ChatGPT and generative artificial intelligence (GenAI) has opened
new opportunities to support students' self-regulated learning (SRL). This study aims to
systematically examine the role of ChatGPT/GenAI as a scaffolding tool in strengthening SRL.
The method used is a systematic literature review by following the PRISMA flow. Articles are
obtained from Scopus, ScienceDirect, and SpringerLink databases with a publication span of
2023–2025. Of the 268 initial articles, 24 articles met the inclusion criteria and were analyzed
thematically. The results of the study show that ChatGPT/GenAI plays a role in several forms of
scaffolding, namely metacognitive scaffolding, feedback scaffolding, reflective-dialogic
scaffolding, writing-process scaffolding, motivational scaffolding, collaborative scaffolding, and
AI literacy scaffolding. The most supported SRL dimensions include planning, monitoring,
feedback use, help-seeking, reflection, self-evaluation, strategy adjustment, learner autonomy,
motivation, and self-efficacy. However, the use of ChatGPT/GenAI also presents challenges,
including over-reliance, superficial use, hallucinations, limited personalization, weak social
presence, and academic ethical issues. This study confirms that ChatGPT/GenAI is effective as a
scaffolding tool when used through a directed, reflective, critical, and ethical learning design.