This article explores the diverse learning techniques and strategies employed by pedagogy students and their implications for the development of self-regulated learning (SRL). Effective learning is not merely about acquiring knowledge but also about how learners manage their cognitive processes, motivation, and behavior to achieve academic goals [7, 68]. For future educators, understanding and applying robust learning strategies is paramount, as it directly influences their pedagogical competence and ability to foster similar skills in their own students. This study hypothetically investigates the prevalence of various learning strategies, including metacognitive, cognitive, and motivational approaches, among pedagogy students. It further examines the relationship between these strategies and key components of SRL, such as self-efficacy and critical thinking. The findings underscore the critical need for explicit instruction in effective learning strategies within teacher education programs to cultivate well-equipped, self-regulated educators.

Learning techniques, learning strategies, pedagogy students

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