The present article presents a discourse of a conceptual model that bridges the gap between Technological Pedagogical Content Knowledge (TPACK) and Self-Regulated Learning (SRL). The study synthesizes existing literature to explore how teachers' TPACK aligns with the phases of SRL, which include forethought, performance, and self-reflection. The research identifies critical issues in current educational practices, highlighting that even teachers with advanced TPACK often struggle to design lessons that effectively scaffold SRL. Empirical evidence indicates that many educators lack structured strategies to guide students in developing essential self-regulation skills, such as goal-setting and progress monitoring, and often prioritize technical proficiency over pedagogical strategies that support SRL. To address these challenges, this article proposes a cohesive framework that connects TPACK with SRL, suggesting that technology can serve as a catalyst for enhancing self-regulation in learning environments. The model emphasizes the importance of teachers' technological knowledge in selecting and applying digital tools that foster SRL, such as digital self-assessment tools and adaptive learning platforms. Furthermore, the article discusses future research directions, advocating for studies that investigate the interaction between TPACK and SRL in real-world classroom settings to validate the proposed framework and its practical implications. Overall, this conceptual model aims to provide educators with a structured approach to integrate technology effectively, thereby enhancing students' self-regulated learning experiences.