Abstract—This study investigates the impact of technology-assisted learning on Self-Regulated Learning (SRL) and academic performance in Early Childhood Education and Care (ECEC) courses. Given the increasing emphasis on digital learning and sustainable education aligned with the United Nations Sustainable Development Goals (SDGs), this study examines how digital learning platforms can enhance students’ engagement, learning behaviors, and motivation. The research adopts an experimental design, involving 84 university students, and employs pre-tests and post-tests to assess their self-regulated learning competencies before and after the intervention. The study integrates various technology-assisted learning activities, including online instructional videos, course readings, digital discussions, and collaborative learning via Microsoft Teams. Students’ learning progress was evaluated through a combination of quantitative and qualitative methods, such as usage frequency tracking, task completion rates, assessments, and reflective journals. The results reveal a statistically significant improvement in self-regulated learning behaviors, digital learning engagement, and learning motivation. Post-test findings indicate increased student participation in digital learning environments (Mean Difference = +0.33, F = 15.67, p < 0.001, d = 0.40) and self-regulated learning behaviors (Mean Difference = +0.33, F = 14.23, p < 0.001, d = 0.36). Furthermore, students perceived digital learning platforms as more beneficial (F = 13.89, p < 0.001, d = 0.39) and demonstrated greater self-regulated learning motivation (F = 12.34, p = 0.002, d = 0.30). A notable improvement was observed in self-regulated learning cognition (F = 16.78, p < 0.001, d = 0.40), highlighting the effectiveness of technology-assisted learning in developing critical thinking and metacognitive skills. The most significant impact was found in academic achievement test scores, which increased by +5.17 points with a large effect size (F = 97.02, p < 0.001, d = 1.05), confirming the effectiveness of digital learning strategies in improving overall academic performance. In conclusion, the study demonstrates that technology-assisted learning significantly enhances students’ self-regulated learning abilities, engagement, and academic performance. While digital learning platforms provide effective scaffolding for self-regulated learning, further research is recommended to explore long-term retention, strategies for sustaining learning motivation, and optimization of digital learning tools to maximize educational outcomes.  
 

Keywords—technology-assisted learning, digital learning, self-regulated learning, learning motivation, academic performance, Sustainable Development Goals (SDGs), Early Childhood Education and Care (ECEC) 

Cite: Ching-Min Chang, "Application and Effectiveness Analysis of Digital  Learning Environments in Early Childhood Education and Care (ECEC) Professional Courses," International Journal of Learning and Teaching, Vol. 12, No. 2, pp. 121-127, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).