During the unprecedented times of COVID-19, there are greater expectations for self-management of time, resources and motivation. Larger demands on individuals to manage themselves are evident in workplaces and in schools, where people have been asked to develop strategies that enable them to work effectively from home. More than ever, this has highlighted and extended the opportunities for workers and students to make choices and take responsibility for the choices that potentially shape their lives.

Topics related to developing self-regulatory capabilities for learning and life could include: learning habits for school and work; learning with the purpose in mind; creating opportunities to be responsible at school and in the workplace; skills to develop for a successful transition from school to work; children and parents as a learning community; learning begins with desire, commitment and engagement, connecting learning at school to what's real, stepping stones that facilitate effective learning, actual engagement through the need to know and do, affordances and barriers to developing self-regulatory learning capacity, self-management through self-awareness; and knowing when and how to become informed.

• Dr Karen Peel

• School of Teacher Education and Early Childhood

• Other Education

• Doctor of Philosophy (DPHD)
• Doctor of Philosophy (DPHD)

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