This paper aims to examine how self-regulated learning strategies (SRLS) can foster the enhancement of digital literacy in digital learning to increase efficiencies in human capital for sustainable development in lifelong learning. Digital disruption in the education sector is unavoidable. The results of this study will be useful for educators and students to establish guidelines on how to utilize SRLS to enhance digital literacy competence and hence lifelong learning as developing human capital for the future workplace is crucial. Since research supports the fact that digital natives lack digital literacy, this paper look at how SRLS can foster digital literacy because it assists students to manage their learning independently online. Furthermore, there is a dearth of evidence on the effects of SRLS on digital literacy. How SRLS can elevate digital literacy is still rudimentary. To fulfill the purpose of the study, four hypotheses were formulated. A cross sectional survey of full-time undergraduates from IT or Multimedia programs to examine the relationships between the use of self-regulated learning strategies towards digital literacy in digital learning within from selected private universities with blended learning environments in the central region of Malaysia.A total of 563 respondents were analyzed via Structured Equation Modelling using Partial least Squares (PLS) to obtain the final results. The results of the hypotheses revealed three out of four hypotheses were supported corroborating that three domains of SRLS (metacognitive knowledge, resource management, and motivational beliefs) showed a significant positive influence on digital literacy.

中文翻译：

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高等教育中的自我调节学习策略：培养数字素养以实现可持续的终身学习

本文旨在研究自我调节的学习策略（SRLS）如何促进数字学习中的数字素养的提高，从而提高人力资源的效率，促进终身学习的可持续发展。教育部门的数字化破坏是不可避免的。这项研究的结果将对教育工作者和学生建立有关如何利用SRLS来增强数字素养能力并因此进行终身学习的指导方针，因为为未来工作场所发展人力资本至关重要。由于研究支持数字原住民缺乏数字素养这一事实，因此本文探讨了SRLS如何促进数字素养，因为它可以帮助学生独立地在线管理他们的学习。此外，缺乏关于SRLS对数字素养的影响的证据。SRLS如何提高数字素养仍然很初级。为了实现研究目的，提出了四个假设。对来自IT或多媒体课程的全日制本科生进行的横断面调查，以检查马来西亚中部地区部分混合大学学习环境中，在部分私立大学中使用自我调节学习策略与数字素养进行数字学习之间的关系。使用偏最小二乘（PLS）通过结构方程模型对总共563位受访者进行了分析，以获得最终结果。假设的结果表明，支持四个假设中的三个，这证实了SRLS的三个领域（元认知知识，资源管理和动机信念）对数字素养具有显着的积极影响。