Abstract
From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in learning. Although there are studies that back the idea of using educational technologies to support the development of student agency in higher education, there is still a lack of frameworks that relate student agency with technology-enhanced learning. In this study we present a systematic literature review addressing this gap, with emphasis on educational sciences. The results from the mapping of 29 studies show a focus on the micro level of learning design and clear relationships with other concepts, such as ownership of learning or self-regulated learning. The analysis of the results enabled us to develop an own model approach connecting student agency and technology-enhanced learning. Future work will involve iterative phases of revision and validation of the developed model through empirical studies.
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