Artificial intelligence can help students plan, monitor, and adjust their learning, but it can also encourage excessive dependence, displace cognitive processes, or introduce new ethical concerns.
The problem is that traditional self-regulated learning scales were not designed for this context. To address this gap, the study develops the AI-SRL Scale, an instrument specifically designed to assess how students regulate their learning when using artificial intelligence tools.
The scale was developed through a literature review, expert evaluation, a pilot study, and two independent factor-validation processes. A total of 928 students participated, divided into a sample of 504 for exploratory factor analysis and another 424 for confirmatory factor analysis.
The final result is a 22-item scale organised into five dimensions: AI Competence, Learning Awareness, Learning Strategies, Engagement and Efficiency, and Ethical Collaboration. The analyses showed a good model fit and high internal consistency for the overall scale, with a Cronbach’s alpha of .94.
Rather than simply measuring how much AI is used, the instrument seeks to examine what happens to self-regulation while students are using it: whether they understand and control their own learning, adapt their strategies, remain engaged, and use these tools responsibly. This opens up possibilities for identifying support needs, informing the design of AI-supported learning activities, and evaluating educational programmes.
The authors nevertheless caution that the sample was drawn mainly from Turkish universities and from degree programmes related to languages. The scale will therefore need to be validated in other countries, disciplines, and educational levels, as well as updated as AI technologies continue to evolve.
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How to Cite: Ayaz, M. A., Karataş, F., & Yüce, E. (2026). Development and validation of the AI-enhanced Self-Regulated Learning (AI-SRL) scale. RIED-Revista Iberoamericana de Educación a Distancia, 29(1), 185–216. https://doi.org/10.5944/ried.45452
