Abstract
In contemporary research, self-regulated learning skills are widely examined, however, the empirical effectiveness of interventions grounded in the synergetic approach remains insufficiently explored. In this regard, the present study aims to determine the impact of an educational process based on synergetic principles on the development of students’ self-regulated learning skills. The study was conducted among 18 university students enrolled in a teacher education program, employing a one-group quasi-experimental design (N=18). Over the course of one week, learning tasks were organized in accordance with the principles of self-organization, interaction, open systems, and reflection. Students’ self-regulated learning skills were assessed before and after the intervention using a Likert-scale questionnaire. The internal consistency of the questionnaire was evaluated using Cronbach’s alpha coefficient, which demonstrated a high level of instrument reliability (α = 0.830). The analytical results revealed statistically significant improvements in students’ self-regulated learning skills following the intervention (Z =-3.208), with the differences reaching statistical significance (p < 0.05). These findings indicate that an educational process grounded in synergetic principles contributes to the development of students’ self-organization, reflection, and intrinsic motivation. Such an approach may be considered an effective pedagogical strategy aimed at enhancing students’ autonomy in the learning process and foreting self- regulated learning skills.