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Learning-to-learn in the age of generative AI: A scoping review and conceptual framework

● high · 2026-08-10generative-ai, higher-ed, self-regulated-learning, language-learning, systematic-review, epistemic-agency, ai-education, ai-tutoring

Synthesis: This paper presents a scoping review of learning-to-learn (L2L) definitions within pedagogical and psychological literature, identifying 21 relevant publications via PRISMA-ScR. It proposes a novel three-layered framework organized by conceptual broadness: Dimensions (cognitive and metacognitive skills), Processes (self-regulation), and Tools (retrieval practice). The framework maps L2L components to GenAI application use cases in higher education, positioning L2L as key to reducing GenAI overreliance and fostering learner agency.

Key Findings

This paper presents a scoping review of learning-to-learn (L2L) definitions within pedagogical and psychological literature, identifying 21 relevant publications via PRISMA-ScR. It proposes a novel three-layered framework organized by conceptual broadness: Dimensions (cognitive and metacognitive skills), Processes (self-regulation), and Tools (retrieval practice). The framework maps L2L components to GenAI application use cases in higher education, positioning L2L as key to reducing GenAI overreliance and fostering learner agency.

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    • Citation## Citation

    Schorr, I., Bardach, L., Bühler, B., & Kasneci, E. (2026). Learning-to-learn in the age of generative AI: A scoping review and conceptual framework. Computers and Education: Artificial Intelligence.