<p>Self-regulated learning (SRL) interventions aim to help learners intentionally regulate metacognitive, motivational, and behavioral processes to manage their learning effectively. In contrast, volitional personality change (VPC) interventions seek to initiate deliberate, sustained changes in broad personality traits such as the Big Five. Although these intervention approaches originate from distinct research traditions, both have the potential to enhance academic achievement and lifelong learning. This conceptual article explores how insights from VPC interventions can inform and strengthen SRL interventions by comparing their theoretical foundations, objectives, mechanisms of change, intervention framework, motivational underpinning, and empirical evidence regarding effectiveness, persistence, and generalizability. We identify key similarities and differences between these intervention approaches and propose strategies to address common challenges. In particular, we explore strategies to strengthen persistence and transfer across contexts. By integrating insights from educational and personality psychology, we highlight potential implications for designing interventions that support lasting development in education.</p>