This study explores how ChatGPT, a generative AI tool, can foster self-regulated learning (SRL) and satisfy students' needs for autonomy, competence, and relatedness, as per self-determination theory (SDT). Using a Delphi design, 36 school teachers with expertise in technology-enhanced learning developed a classification tool for 20 learning activities that use ChatGPT to support SRL. The activities are categorized into three phases: forethought, performance, and self-reflection. The findings suggest that ChatGPT can enhance student motivation and engagement, particularly in satisfying the needs for competence and autonomy. However, it may not fully address the need for relatedness. The classification tool provides a valuable resource for researchers, practitioners, and policymakers to integrate ChatGPT into educational settings, fostering SRL and addressing SDT-based needs. The study highlights the potential benefits and limitations of ChatGPT in education and offers insights for future research and practice.This study explores how ChatGPT, a generative AI tool, can foster self-regulated learning (SRL) and satisfy students' needs for autonomy, competence, and relatedness, as per self-determination theory (SDT). Using a Delphi design, 36 school teachers with expertise in technology-enhanced learning developed a classification tool for 20 learning activities that use ChatGPT to support SRL. The activities are categorized into three phases: forethought, performance, and self-reflection. The findings suggest that ChatGPT can enhance student motivation and engagement, particularly in satisfying the needs for competence and autonomy. However, it may not fully address the need for relatedness. The classification tool provides a valuable resource for researchers, practitioners, and policymakers to integrate ChatGPT into educational settings, fostering SRL and addressing SDT-based needs. The study highlights the potential benefits and limitations of ChatGPT in education and offers insights for future research and practice.