Personal learning environments in initial teacher education: Digital competence and self-regulated learning

Abstract

Personal Learning Environments (PLEs) constitute an emerging pedagogical approach that integrates formal and informal education while promoting the development of self-regulation, self-management, and self-directed learning skills. In this context, the study aimed to describe the uses and challenges associated with incorporating PLEs into initial teacher education. To achieve this, a qualitative approach was adopted using a single-case study design aimed at gaining an in-depth understanding of participants’ experiences regarding the configuration, organization, and use of learning environments. Data collection techniques included document analysis, the application of a digital tools inventory, learning mapping, and semi-structured interviews. The sample consisted of ten second-year students enrolled in an education programme. The findings reveal that the configuration of PLEs is broad, complex, and diverse; however, the use of Information and Communication Technologies (ICT) remains mainly oriented toward instrumental purposes, with limited engagement in the processes of creation, collaboration, critical reflection, and knowledge construction. In addition, the incipient development of self-regulation, self-management, and self-directed learning skills was identified, along with the weak progression of digital competencies within the training curriculum. These findings highlight the need to integrate digital competencies into the curriculum, strengthen digital literacy and technological infrastructure, and establish systematic mechanisms for the assessment, monitoring, and follow-up of these skills.