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

2025-07-21Journal article Open access
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datacite.subject.fosCiências Sociais
datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg05:Igualdade de Género
dc.contributor.authorAfonso, Ana Paula
dc.contributor.authorMorgado, Lina
dc.contributor.authorNoguera, Ingrid
dc.contributor.authorSepúlveda-Parrini, Paloma
dc.contributor.authorHernandez-Leo, Davinia
dc.contributor.authorAlkhasawneh, Shata N.
dc.contributor.authorSpilker, Maria João
dc.contributor.authorCarvalho, Isabel Cristina
dc.contributor.editorShivanand
dc.date.accessioned2025-07-24T08:35:47Z
dc.date.available2025-07-24T08:35:47Z
dc.date.issued2025-07-21
dc.description.abstractBased 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.eng
dc.description.sponsorshipThis research has been funded by the FLeD Project, which was co-founded by Erasmus+ under project grant 2022-1-ES01-KA220-HED-000085250. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. And the APC was funded by Universidade Aberta (Portugal) and Universitat Autònoma de Barcelona (Spain), through the FLeD Project, which was co-founded by Erasmus+ under project grant 2022-1-ES01-KA220-HED-000085250.
dc.identifier.citationAfonso, A., Morgado,L., Noguera,I., Sepúlveda-Parrini, P., Hernandez-Leo,D.,Alkhasawneh,S. N., Spilker, M. J., & Carvalho, I. C. (2025). Flexible Learning by Design: EnhancingFacultyDigital CompetenceandEngagement ThroughtheFLeDProject. Education Sciences, 15(7), 934. https://doi.org/ 10.3390/educsci15070934
dc.identifier.doi10.3390/educsci15070934
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/10400.2/20111
dc.language.isoeng
dc.peerreviewedyes
dc.publisherMDPI
dc.relation2022-1-ES01-KA220-HED-00008525
dc.relation.hasversionhttps://www.mdpi.com/2227-7102/15/7/934
dc.relation.ispartofseriesHigher Education
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectlearning design
dc.subjectflexible learning
dc.subjectflipped learning
dc.subjecteducational technologiess
dc.titleFlexible learning by design: enhancing faculty digital competence and engagement through the FLeD projecteng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage27
oaire.citation.issue7
oaire.citation.startPage1
oaire.citation.titleEducation Sciences
oaire.citation.volume15
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
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person.familyNameSpilker
person.familyNameCarvalho
person.givenNameAna Paula
person.givenNameLina
person.givenNameIngrid
person.givenNameMaria João
person.givenNameIsabel Cristina
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