Homework organisation, student self-regulated learning, digital support tools in secondary education.

In many European and international educational contexts, increasing academic workload and time pressure have made homework a significant source of stress for students. Research shows that poorly structured homework can negatively affect learners’ motivation, autonomy, and academic performance. Despite its pedagogical importance, students often lack effective strategies for organising and completing homework independently.

This study addresses the challenge of improving students’ homework performance by integrating digital links to learning resources and clear methodological recommendations into homework tasks. The research responds to current European discussions on learner autonomy, digital competence, and effective use of educational technologies in everyday teaching practice.

How does the use of digital links and structured methodological recommendations influence students’ homework completion, time management, and learning motivation?

The main objective of the study is to systematise the homework process through the use of digital links and pedagogical guidance aimed at enhancing students’ self-regulation, motivation, and learning efficiency.

The study is grounded in:

• Self-Regulated Learning Theory (Zimmerman), emphasising planning, monitoring, and reflection in learning;

• Constructivist Learning Theory, which highlights active learner engagement and scaffolding;

• European perspectives on digital competence (DigComp framework), supporting purposeful integration of digital tools into learning.

The study employed a mixed-methods approach combining quantitative and qualitative data.Students from grades 7–12 participated in the research. Methods and Instruments: - Online student survey to analyse attitudes toward homework and identify difficulties; - Pedagogical experiment involving the redesign of homework tasks with embedded digital links and clear recommendations; - Semi-structured interviews to gather students’ qualitative feedback. During the experimental phase, homework assignments were supplemented with: - Direct links to relevant learning materials; - Step-by-step methodological recommendations; - Varied task formats to increase engagement and motivation.

The findings demonstrate that: Only 44% of students regularly completed homework before the intervention, while 50% did so irregularly, primarily due to lack of time; After the implementation of digital links and structured guidance, the number of incomplete assignments decreased; Students reported reduced time spent searching for information and better understanding of homework requirements; Learners demonstrated increased independence, responsibility, and motivation. The results suggest a clear causal chain: Digital links and recommendations → clearer task understanding → reduced cognitive load → improved self-regulation → higher motivation → better homework completion and quality. The study contributes to the European dialogue on effective homework practices and digital pedagogy by offering a practical, scalable model for everyday classroom use. The approach aligns with European educational priorities related to: learner autonomy, digital literacy, sustainable workload management. The findings may inform teachers, curriculum designers, and policy discussions on rational and learner-centred homework organisation in secondary education.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. European Commission. (2018). DigComp: The Digital Competence Framework for Citizens. Hattie, J. (2009). Visible Learning. Routledge.