Glenfford M. Esparcia^1,, Maria Teresa M. Fajardo²

Preparing pre-service teachers for industry readiness requires not only technical competence but also the capacity to take ownership of their own learning. Despite extensive research on self-regulated learning (SRL) among pre-service teachers, there remains limited evidence on how SRL translates into multi-domain industry readiness—particularly in the Philippine Bachelor of Technology and Livelihood Education (BTLED) program where graduates are expected to serve as teachers, TVET trainers, TESDA assessors, entrepreneurs, and community leaders. This study addresses this gap by examining the relationship between SRL and industry readiness among BTLED Home Economics majors in a state university. Using survey data from 65 respondents, validated scales were administered to measure SRL (planning, monitoring, reflection) and industry readiness across five domains. Reliability indices were excellent (Cronbach’s α = .95–.97). Results revealed high ratings for both SRL and industry readiness. More importantly, correlation analysis demonstrated a strong and positive relationship between SRL and industry readiness (ρ = .650, p < .001). These findings underscore SRL as an enabling mechanism that bridges academic preparation and applied competence across diverse industry roles. Implications point to embedding explicit SRL strategies in technical teacher education curricula to strengthen graduates’ employability and professional adaptability.

self-regulated learning, industry readiness, employability, pre-service teachers, higher education