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A crescente digitalização do ensino superior, intensificada pela pandemia da COVID-19, veio tornar particularmente visível a necessidade de modelos pedagógicos capazes de responder à diversidade de estudantes, contextos e trajetórias de aprendizagem. Neste cenário, as pedagogias flexíveis têm vindo a afirmar-se como um referencial central para o desenho da aprendizagem em contextos digitais, híbridos e abertos, deslocando o foco da tecnologia enquanto fim para uma abordagem centrada no estudante, na inclusão e na intencionalidade pedagógica. A aprendizagem flexível pode ser entendida como a possibilidade de adaptar e articular, de forma consciente e fundamentada, dimensões-chave do processo educativo — como o tempo, o espaço, o ritmo, os recursos, as modalidades de interação, a avaliação e o feedback — mantendo a coerência pedagógica e os objetivos de aprendizagem. Esta perspetiva implica um reposicionamento do papel do docente enquanto designer e mediador da aprendizagem, bem como o reconhecimento do estudante como agente ativo do seu percurso formativo, promovendo processos de aprendizagem mais autorregulados, participativos e significativos (Afonso et al., 2025). É neste enquadramento que abordagens como o ensino híbrido e a aprendizagem invertida ganham particular relevância. Ao redistribuírem tempos e papéis, estas abordagens potenciam a aprendizagem ativa, a personalização dos percursos e o uso intencional dos ambientes digitais, exigindo, contudo, um desenho pedagógico estruturado e teoricamente fundamentado. Foi precisamente para responder a este desafio que surgiu o projeto Flexible Learning Design for Digital Education (FLeD)4. O FLeD assume a flexibilidade como um processo intencional de desenho da aprendizagem, articulando inovação pedagógica, tecnologia educativa, inclusão e desenvolvimento profissional docente (Afonso et al., 2025) e propõe uma abordagem de flexible learning by design, integrando princípios pedagógicos, padrões de desenho, mecanismos de apoio à tomada de decisão docente e estratégias de formação orientadas para o desenvolvimento da competência digital e pedagógica dos docentes. Os contributos científicos do projeto evidenciam esta articulação entre teoria, prática e formação (Albó et al., 2024; Afonso, et al., 2025 e Ballardini et al., 2025). É neste contexto conceptual e empírico que se insere o presente Dossier Temático. A chamada para artigos procurou reunir contributos que explorassem o desenho, a implementação e a avaliação de modelos de aprendizagem flexível para a educação digital, incidindo sobre dimensões como a voz e a agência dos estudantes, o feedback e a avaliação, a inclusão e a acessibilidade, a inovação tecnológica e a mediação pedagógica. Os artigos que integram o dossier deste número abordam estas questões a partir de perspetivas complementares. Com uma vertente internacional, os artigos agora publicados representam dinâmicas e reflexões em curso da comunidade de investigadores e docentes em países como Brasil, Espanha, Costa Rica, Moçambique e Portugal. O artigo “Percepções e visões dos estudantes sobre o modelo híbrido da ULATINA”analisa as experiências dos estudantes num contexto de ensino híbrido, valorizando a sua voz enquanto elemento central na avaliação e no aperfeiçoamento dos modelos pedagógicos. Em “Explainable Artificial Intelligence (XAI) e Human-in-the-Loop (HITL): Tecnologia e Mediação Docente no Feedback Formativo”, discute-se criticamente a integração da inteligência artificial nos processos de feedback, defendendo abordagens que preservem a mediação pedagógica do docente. O artigo “Feedback Individualizado e Escrito: Configuração e Funcionalidade” centra-se no papel do feedback como elemento estruturante da aprendizagem flexível, evidenciando o seu contributo para a autorregulação e a personalização dos percursos de aprendizagem. Por fim, “O percurso do Desenho Universal para a Aprendizagem na produção científica brasileira de 2017 a 2023: da teoria à prática” apresenta uma revisão da literatura que evidencia a consolidação do DUA enquanto referencial para a conceção de ambientes educativos inclusivos. No seu conjunto, os contributos reunidos neste Dossier Temático evidenciam que o desenho da aprendizagem flexível para a educação digital constitui um processo pedagógico complexo e intencional. Mais do que uma resposta circunstancial a contextos de emergência, a flexibilidade emerge aqui como uma orientação sustentada para a conceção de experiências educativas mais inclusivas, adaptáveis e centradas na aprendizagem, contribuindo para o debate científico e pedagógico sobre o futuro da educação superior em contextos digitais.
The growing digitalization of higher education, intensified by the COVID-19 pandemic, has made evident the need for pedagogical models capable of responding to the diversity of students, contexts and learning trajectories. In this scenario, flexible pedagogies have established themselves as a central reference for learning design in digital, hybrid and open contexts, shifting the focus from technology as an end to an approach centred on the student, inclusion and pedagogical intentionality. Flexible learning enables educators and students to purposefully adapt elements of the learning experience—such as time, space, pace, resources, interaction, assessment, and feedback—while ensuring coherence with educational goals. This perspective implies a repositioning of the teacher's role as a designer and mediator of learning, as well as the recognition of the student as an active agent in their educational journey, promoting more self-regulated, participatory and meaningful learning processes (Afonso et al., 2025). It is in this context that approaches such as hybrid teaching and flipped learning assume relevance. By redistributing time and roles, these approaches enhance active learning, personalization of learning paths and the intentional use of digital environments but require a structured and theoretically grounded pedagogical design. It was precisely to address this challenge that the Flexible Learning Design for Digital Education (FLeD)4 project was created. FLeD embraces flexibility as an intentional process of learning design, articulating pedagogical innovation, educational technology, inclusion, and teacher professional development (Afonso et al., 2025) and proposes a flexible learning by design approach, integrating pedagogical principles, design standards, mechanisms to support teacher decision-making, and training strategies aimed at developing teachers' digital and pedagogical skills. The scientific contributions of the project highlight the articulation between theory, practice and training (Albó et al., 2024; Afonso et al., 2025; and Ballardini et al., 2025). It is in this conceptual and empirical context that the present Thematic Dossier is inserted. The call for papers sought to gather contributions that explored the design, implementation, and evaluation of flexible learning models for digital education, focusing on dimensions such as student voice and agency, feedback and assessment, inclusion and accessibility, technological innovation, and pedagogical mediation. The articles in this thematic dossier address these issues from complementary perspectives. With an international focus, the articles now published represent ongoing dynamics and reflections from the community of researchers and teachers in countries such as Brazil, Spain, Costa Rica, Mozambique, and Portugal. The article Students' perceptions and views on the ULATINA hybrid model analyses students' experiences in a hybrid teaching context, valuing their voice as a central element in the evaluation and improvement of pedagogical models. In Explainable Artificial Intelligence (XAI) and Human-in-the-Loop (HITL): Technology and Teacher Mediation in Formative Feedback, the integration of artificial intelligence into feedback processes is critically discussed, advocating approaches that preserve the teacher's pedagogical mediation. The article Individualized and Written Feedback: Configuration and Functionality focuses on the role of feedback as a structuring element of flexible learning, highlighting its contribution to self-regulation and the personalization of learning paths. Finally, The path of Universal Design for Learning in Brazilian scientific production from 2017 to 2023: from theory to practice presents a literature review that highlights the consolidation of UDL as a benchmark for the design of inclusive educational environments. Taken together, the contributions gathered in this Thematic Dossier show that the design of flexible learning for digital education is a complex and intentional pedagogical process. More than a circumstantial response to emergency contexts, flexibility emerges here as a sustained orientation for designing more inclusive, adaptable and learning-centred educational experiences, hence contributing to the scientific and pedagogical debate on the future of higher education in digital contexts.
The growing digitalization of higher education, intensified by the COVID-19 pandemic, has made evident the need for pedagogical models capable of responding to the diversity of students, contexts and learning trajectories. In this scenario, flexible pedagogies have established themselves as a central reference for learning design in digital, hybrid and open contexts, shifting the focus from technology as an end to an approach centred on the student, inclusion and pedagogical intentionality. Flexible learning enables educators and students to purposefully adapt elements of the learning experience—such as time, space, pace, resources, interaction, assessment, and feedback—while ensuring coherence with educational goals. This perspective implies a repositioning of the teacher's role as a designer and mediator of learning, as well as the recognition of the student as an active agent in their educational journey, promoting more self-regulated, participatory and meaningful learning processes (Afonso et al., 2025). It is in this context that approaches such as hybrid teaching and flipped learning assume relevance. By redistributing time and roles, these approaches enhance active learning, personalization of learning paths and the intentional use of digital environments but require a structured and theoretically grounded pedagogical design. It was precisely to address this challenge that the Flexible Learning Design for Digital Education (FLeD)4 project was created. FLeD embraces flexibility as an intentional process of learning design, articulating pedagogical innovation, educational technology, inclusion, and teacher professional development (Afonso et al., 2025) and proposes a flexible learning by design approach, integrating pedagogical principles, design standards, mechanisms to support teacher decision-making, and training strategies aimed at developing teachers' digital and pedagogical skills. The scientific contributions of the project highlight the articulation between theory, practice and training (Albó et al., 2024; Afonso et al., 2025; and Ballardini et al., 2025). It is in this conceptual and empirical context that the present Thematic Dossier is inserted. The call for papers sought to gather contributions that explored the design, implementation, and evaluation of flexible learning models for digital education, focusing on dimensions such as student voice and agency, feedback and assessment, inclusion and accessibility, technological innovation, and pedagogical mediation. The articles in this thematic dossier address these issues from complementary perspectives. With an international focus, the articles now published represent ongoing dynamics and reflections from the community of researchers and teachers in countries such as Brazil, Spain, Costa Rica, Mozambique, and Portugal. The article Students' perceptions and views on the ULATINA hybrid model analyses students' experiences in a hybrid teaching context, valuing their voice as a central element in the evaluation and improvement of pedagogical models. In Explainable Artificial Intelligence (XAI) and Human-in-the-Loop (HITL): Technology and Teacher Mediation in Formative Feedback, the integration of artificial intelligence into feedback processes is critically discussed, advocating approaches that preserve the teacher's pedagogical mediation. The article Individualized and Written Feedback: Configuration and Functionality focuses on the role of feedback as a structuring element of flexible learning, highlighting its contribution to self-regulation and the personalization of learning paths. Finally, The path of Universal Design for Learning in Brazilian scientific production from 2017 to 2023: from theory to practice presents a literature review that highlights the consolidation of UDL as a benchmark for the design of inclusive educational environments. Taken together, the contributions gathered in this Thematic Dossier show that the design of flexible learning for digital education is a complex and intentional pedagogical process. More than a circumstantial response to emergency contexts, flexibility emerges here as a sustained orientation for designing more inclusive, adaptable and learning-centred educational experiences, hence contributing to the scientific and pedagogical debate on the future of higher education in digital contexts.
Descrição
Palavras-chave
Aprendizagem flexível Educação digital
Contexto Educativo
Citação
Editora
Universidade Aberta. LE@D