The study, which was conducted in Shanghai, China, aimed to investigate the key factors influencing higher vocational education and students' self-regulated learning. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of self-evaluation, information quality, service quality, student attitude, course quality, peer help, and active use of feedback on students' self-regulated learning. The study aims to assess the current levels of these variables, design and implement strategic plans to enhance them, and determine their changes in current and expected situations. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. The target population consisted of nursing students from vocational colleges in Shanghai, with a sample size of 275. Preliminary findings revealed that the students' self-evaluation, information quality, service quality, student attitude, course quality, peer help, and active use of feedback levels were generally low. A multiple regression analysis revealed that self-evaluation (p<0.01), the quality of information (p<0.01), the quality of service (p<0.01), the quality of the course (p<0.01), peer help (p<0.01), and the active use of feedback (p<0.01) were all strong predictors of the ability to learn on one's own. Experts developed and validated a theoretical model based on the findings, laying the groundwork for future interventions aimed at enhancing nursing students' self-regulated learning capability. In Shanghai, China, the study aimed to investigate the key factors influencing higher vocational education's impact on students' self-regulated learning.