The paper aims to identify a solution to the dilemma that currently exists within the paradigm of strategic learning: the dilemma of whether a strategy should be seen as an action dependent on the specific knowledge of an educational actor--strategic knowledge--or whether it is dependent on a planned instructional context--strategic context. This article will argue that the mental inter-psychological scenario must also be seen as a space of dialogue, an inter-psychological space in which different versions of one's own identity or selves interact, decisively influencing the learning strategies, in the case of learners, or the teaching strategies, in the case of teachers, that are activated when faced with a certain problem. In order to come to this conclusion, we will briefly review the state of the art of the paradigm, based on the empiric evidence available, some valuable criticisms regarding the need to incorporate the educational actor's social and emotional goals, and the theory of the construction of multiple selves as a hypothesis that incorporates these socio-mental elements. Finally, an agenda for future research in the line of this article is proposed. (Contains 2 figures.)