In the contemporary educational context, self-regulated learning (SRL) has been a subject of interest and investigation due to its relevance to students academic and personal development. The ability to regulate, monitor, and control one's own learning process is essential for academic and professional success, enabling students to face the challenges of the school environment. Understanding self-regulated learning within the framework of Social Cognitive Theory provides valuable insights into the factors that influence this process. Student motivation, skills, and beliefs about learning play a crucial role in self-regulated learning. In this context, fostering self-regulated learning can not only improve students academic performance but also promote plastic changes in the brain that support lifelong learning. The adoption of information and communication technologies (ICTs) has transformed the teaching of Architecture and Urbanism, especially following the restrictions on in-person education imposed by the SARS-CoV-2 pandemic. In this scenario, self-regulated learning (SRL) emerges as a crucial element, empowering students to plan, monitor, and evaluate their own learning process using cognitive, metacognitive, and motivational strategies. Understanding the concepts of ambiance is fundamental to exploring SRL and its influencing factors in the educational context permeated by digital technologies. The environment, whether physical or virtual, directly influences students' learning capacity, engagement, and motivation. Based on a literature review of theorists such as Zimmerman, Bandura, and Boruchovitch, this research aims to highlight the importance of self-efficacy and environmental control within the concept of Self-Regulated Learning. Integrating these elements is essential to creating an effective learning environment and fostering the full development of students.

Keywords: Self-regulated learning, ambience, educational environment, architecture education, remote learning.