As faculty members are faced with the challenges of delivering quality instruction in the midst of this worldwide pandemic, teachers/faculty members must prioritize the urgency of demand and offer a workable plan to come up with this learning modality. The need to utilize best practices in online instruction and course design is crucial.

This study aimed to determine the self-regulated online learning skills of the Bachelor of Elementary Education learners in Batangas State University. Specifically, it focused on how the respondents be described in terms of sex and program where they belong; how may the self-regulated online learning skills of the respondents be described in terms of metacognitive skills; time management skills; environmental structuring; persistence; and help seeking; the significant difference in the self-regulated online learning skills of respondents when grouped according to their profile variables; the achievement goals of the respondents; and the self-regulated online learning skills predict respondents’ achievement goals.

The researcher utilized as survey questionnaire as the main data gathering instrument in this research study. The questionnaire contained items for student-respondents’ assessment regarding their self-regulated online learning skills metacognitive skills which include metacognitive skills, time management skills, environmental structuring, persistence, and help seeking.

In choosing the respondents, the researcher utilized Raosoft calculator with 95% confidence level and 5% margin of error, the researcher obtained 718 as the number of samples out of 737 students who were enrolled in the teacher education program.

This study assessed the online self-regulated skills of students who are enrolled in varied teacher education programs. The findings of this study showed how education students positively responded to the demands of the 21st century education through dynamically engaging themselves in online learning. Thus, the acquisition of online self-regulated learning skills is deemed a pivotal factor in broadening and enhancing pre-service teachers’ knowledge and experiences for positive learning even amid the pandemic.