Digital technologies have shaped the entire teaching and learning operation. They have also impacted students’ self-efficacy and self-regulation. In this regard, self-regulation or self-regulated learning has been a central point of many research studies since the emergence of the term. It revolves around metacognitive, motivational, and behavioral processes that are instigated by oneself to acquire knowledge and skill, such as goal setting, planning, learning strategies, self-reinforcement, self-recording, and self-instruction. Self-regulated learning is exceedingly consequential in the context of higher education. However, little attention, if any, has been devoted to fostering students’ self-regulation in the Moroccan context. Therefore, enhancing students’ self-regulated learning and promoting students’ awareness of its significance have become extremely cardinal in the teaching and learning process. Accordingly, the crucial objectives of this study were to explore both teachers and learners’ awareness of self-regulated student learning and the fundamental role it plays in ameliorating students’ achievement. Based on the exploratory nature of the study, a questionnaire was administered to 200 Moroccan EFL university students. The study also involved a teachers’ questionnaire along with an unstructured interview. The data obtained from the questionnaire was analyzed using ‘SPSS’. The findings of this research revealed a significant relationship between digital technologies and students’ self-regulation. Further, the majority of Moroccan university learners have a little to an adequate amount of knowledge concerning self-regulated learning, yet they rarely involve themselves in processes of self-regulation. This negatively affects their school performance and therefore their academic achievement. The results also demonstrated that teachers do raise, either implicitly or explicitly, students’ awareness of being responsible for their own learning. These results suggested a number of relevant pedagogical implications

Keywords: Metacognitive strategies, Motivation, Self-monitoring, Self-regulation, Skills, Academic performance.