Innovation competencies represent critical determinants for human capital development within contemporary organizational frameworks. This empirical investigation proposes a comprehensive theoretical model examining self-regulated learning (SRL) as a foundational mechanism driving innovation skill acquisition among management graduates. The study systematically analyzes multidimensional relationships between SRL components--metacognition, cognition, and lifelong learning capabilities--and innovation competencies encompassing curiosity, creativity, computational thinking, and systems thinking. Employing stratified random sampling methodology, 367 management students from Gujarat's metropolitan institutions were surveyed. Statistical analysis utilized ANOVA and structural equation modeling (SEM) techniques to examine complex multi-dimensional relationships. Empirical findings reveal significant gender-based differentials in innovation competencies and substantial experience-mediated effects on curiosity development. SEM analysis demonstrates robust positive associations between SRL components and innovation outcomes (R[superscript 2] = 0.426), with metacognition exhibiting the strongest predictive capacity (t = 3.395, p = 0.001). The investigation contributes empirical evidence supporting systematic SRL integration into management curricula for enhanced innovation competency development. Educational institutions require systematic implementation of metacognitive training protocols, experiential learning optimization, and process-oriented assessment frameworks to cultivate graduate innovation readiness.