ABSTRACT
The onset of the COVID-19 pandemic has forced the education sector worldwide, including higher education institutions, to adopt relevant measures for the continuity of teaching and learning while ensuring health safety. Using Self-determination Theory as a lens, this paper presents one of the findings of a developmental study on students' experiences on a flexible learning delivery model that is anchored on self-regulated learning, implemented in one of the island state universities in the Philippines during the academic year 2020–2021. Specifically, the paper reports one emergent finding: the enabling/supporting and limiting influence of technology on competence, autonomy, and relatedness. In this qualitative descriptive study, the researchers interviewed 45 pre-service teachers. Results revealed that technology has both enabling/supporting and limiting influence on competence, autonomy, and relatedness, implying that strategic and directed technology-related support and policies related thereto are imperative to succeed in self-regulated learning. The later section of the paper provides implications, reflections, and recommendations not only limited to the study context but also the future of self-regulated learning. © 2023 Informa UK Limited, trading as Taylor & Francis Group.