Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning...

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Autores: Afonso, Ana, Morgado, Lina, Noguera, Ingrid, Sepúlveda-Parrini, Paloma, Hernández-Leo, Davinia, Alkhasawneh, Shata N., Spilker, Maria João, Carvalho, Isabel Cristina
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/71829
Acceso en línea:http://hdl.handle.net/10230/71829
http://dx.doi.org/10.3390/educsci15070934
Access Level:acceso abierto
Palabra clave:Learning design
Flexible learning
Flipped learning
Educational technologies
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spelling Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD projectAfonso, AnaMorgado, LinaNoguera, IngridSepúlveda-Parrini, PalomaHernández-Leo, DaviniaAlkhasawneh, Shata N.Spilker, Maria JoãoCarvalho, Isabel CristinaLearning designFlexible learningFlipped learningEducational technologiesBased on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.MDPI202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/71829http://dx.doi.org/10.3390/educsci15070934http://hdl.handle.net/10230/71829reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésEducation Sciences. 2025 Jul 21;15(7):934© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/718292026-05-29T05:05:01Z
dc.title.none.fl_str_mv Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
title Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
spellingShingle Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
Afonso, Ana
Learning design
Flexible learning
Flipped learning
Educational technologies
title_short Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
title_full Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
title_fullStr Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
title_full_unstemmed Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
title_sort Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD project
dc.creator.none.fl_str_mv Afonso, Ana
Morgado, Lina
Noguera, Ingrid
Sepúlveda-Parrini, Paloma
Hernández-Leo, Davinia
Alkhasawneh, Shata N.
Spilker, Maria João
Carvalho, Isabel Cristina
author Afonso, Ana
author_facet Afonso, Ana
Morgado, Lina
Noguera, Ingrid
Sepúlveda-Parrini, Paloma
Hernández-Leo, Davinia
Alkhasawneh, Shata N.
Spilker, Maria João
Carvalho, Isabel Cristina
author_role author
author2 Morgado, Lina
Noguera, Ingrid
Sepúlveda-Parrini, Paloma
Hernández-Leo, Davinia
Alkhasawneh, Shata N.
Spilker, Maria João
Carvalho, Isabel Cristina
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Learning design
Flexible learning
Flipped learning
Educational technologies
topic Learning design
Flexible learning
Flipped learning
Educational technologies
description Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/71829
http://dx.doi.org/10.3390/educsci15070934
http://hdl.handle.net/10230/71829
url http://hdl.handle.net/10230/71829
http://dx.doi.org/10.3390/educsci15070934
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences. 2025 Jul 21;15(7):934
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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