Enhancing self-regulated learning through intelligent campus information systems with learning navigation mechanism

College education is a crucial educational stage for most students before they enter the workforce. Their self-exploration through self-regulated learning (SRL) strongly affects students’ future career development. However, students inevitably encounter various challenges during self-regulated learning. This study developed an intelligent campus information system with a learning navigation mechanism that enables college learners to engage in SRL. We also proposed a hypothetical model to assess the system usage acceptance of college students and collected 302 valid samples from students in Northern Taiwan. Our results indicated that learning support and guidance significantly affected system usage acceptance directly or indirectly through perceived self-assessment. All the hypotheses of this study were verified and supported, and a good model fit was achieved. These findings emphasise the value of co-regulation and shared regulation through peer interactions in the SRL process. Future research should explore the adaptability of SRL technologies to diverse contexts, including online and hybrid learning environments. By refining iCIS features, broadening participation, and advancing research, educational institutions can leverage these systems to improve students’ SRL experiences, leading to enhanced academic achievements and career readiness.