Personalised learning is a fundamental objective in digital education, particularly in teacher training, where traditional models often fail to accommodate the diverse needs of learners.
In this context, flexible learning itineraries emerge as an innovative strategy that enables students to design their own educational trajectory based on their interests, prior knowledge, and learning pace. However, empirical evidence on their actual impact in educational practice remains limited, highlighting the need for further research into their effectiveness in fostering personalised learning and enhancing student autonomy.
This study aims to validate an innovative pedagogical model based on flexible learning itineraries within a teacher education programme. Employing a design-based research methodology, the study examines students’ decision-making processes, their level of satisfaction, and the extent to which these personalised routes influence their learning and self-regulation.
The distinctiveness of this approach lies in its ability to transcend mere digitalisation of content, transforming education into a more dynamic, autonomous, and interactive process in which students assume greater control over their own learning.
What makes this model particularly innovative is that it not only provides flexibility but also strikes a critical balance between student autonomy and strategic instructional design. This ensures that learning remains structured, equitable, and meaningful.
In an era where digital education risks exacerbating inequalities if not carefully designed, this model presents a more just and effective alternative. It guarantees that the personalisation of learning is not solely dictated by access to technological resources, but rather by a well-structured pedagogical framework that prioritises inclusivity and educational equity.
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How to cite: Pérez-Garcias, A., Tur Ferrer, G., Villatoro Moral, S., & Darder-Mesquida, A. (2022). Flexible Learning Itineraries in Digital Environments for Personalised Learning in Teacher Training. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), pp. 175-193. https://doi.org/10.5944/ried.25.2.32326
