HIGHLIGHTS
SUMMARY
Autonomous and lifelong learning can be enhanced by flexible itineraries or pathways across different contexts, which, in this regard, have been facilitated by the design of technologyenhanced learning activities (Marín et_al, 2020). Digital environments are at the root of current educational trends which allow student-centred approaches for autonomous and personalised learning (de Benito et_al, 2010; Agudelo and amp; Salinas, 2015; Mengual-Andres et_al, 2020) and which are paramount for the promotion of Open Educational Resources (OER), as recommended by the UNESCO. In line with this, learning itineraries have been said to allow . . .
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