Abstract
In the ever-changing landscape of the Information Age, the development of self-regulated learning (SRL) skills has become increasingly important. Problem-solving is a critical SRL skill, and teachers play a vital role in fostering these abilities among their students. However, learners and teachers face challenges during the problem-solving process and in evaluating its incorporated strategies. To address these issues, this study explored students’ difficulties in problem-solving while implementing a video assisted SRL training program. This program was developed based on an integrative framework to facilitate a structured problem-solving process in disciplinary or generic contexts. The program aimed to activate additional SRL skills, such as time management, feedback, elaboration, and critical thinking, through a digital toolkit of learning support materials. This paper focuses on 241 students’ difficulties identified and classified according to the problem-solving framework that reported by teachers in different disciplines and grades (6-11). The analysis revealed that the most significant difficulties arose during the problem identification, followed by time planning and management, problem exploration, solution development, and solution evaluation. Based on this study, a dedicated map was developed called PS-SOS MAP to identify difficulties in different steps and tasks throughout the problem-solving process. The utilization of this mapping can also aid in the creation of feedback systems based on technology, such as chatbots or virtual assistants, that can provide valuable assistance to students during problem-solving training, facilitating the process of overcoming difficulties.