Distance education: digital platforms and

student autonomy of the 21st century

Educación a distancia: plataformas digitales y

autonomía del alumnado del siglo XXI

105

Custódio Cazenga Francisco

https://orcid.org/0000-0001- 9889-1128

Luanda / Angola

Revista Digital de Investigación y Postgrado, 6(12), 105-112

Electronic ISSN: 2665-038X

Received: april / 1 / 2025 Accepted: april / 26/ 2025

How to cite: Francisco, C. C. (2025). Distance education: digital platforms and student autonomy of the

21st century. Revista Digital de Investigación y Postgrado, 6(12), 105-112. https://doi.org/10.59654/exkthg32

* PhD in Educational Sciences from ACU (Absolute Christian University). Master's in Biomedical Sciences (Occupational

Safety) from UNIXAVIER. Postgraduate (Lato Sensu) in Hospital Administration from Universidade Nova Lisboa. Me-

dical degree from Universidade Jean Piaget de Angola. Contact email: custodiofrancisco29.8@hotmail.com

https://doi.org/10.59654/exkthg32

Abstract

This article aims to reflect on distance education: digital platforms and student autonomy in

the 21st century. The present text consists of a narrative literature review, using scientific data-

bases to encompass proposed authors. The intention was to bring relevant content to the

theme, focusing on various theories. An analytical and bibliographical qualitative approach was

conducted on the subject through books, articles, and video classes from databases such as

Pepsic, Scielo, and Google Scholar. Subsequently, an inclusion of the most relevant materials

was performed, excluding content that did not pertain to the theme. It is concluded that digital

platforms have great potential to transform 21st-century distance education, promoting student

autonomy and transforming the role of teachers to maximize the benefits of the teaching-lear-

ning process.

Keywords: Distance education, digital platforms, student autonomy.

Resumen

Este artículo tiene como objetivo reflexionar sobre la educación a distancia: plataformas digitales

y autonomía discente en el siglo XXI. El presente texto consiste en una revisión narrativa de la li-

teratura, utilizando bases de datos científicas para abarcar autores clave. El propósito fue recopilar

contenidos relevantes sobre el tema, con enfoque en diversas teorías. Se realizó una investigación

analítica y bibliográfica de enfoque cualitativo, consultando libros, artículos y videoclases de bases

de datos como Pepsic, Scielo y Google Académico. Posteriormente, se seleccionaron los materiales

más pertinentes, descartando aquellos no relacionados con la temática. Se concluye que las pla-

taformas digitales tienen un gran potencial para transformar la educación a distancia del siglo

XXI, fomentando la autonomía de los estudiantes y redefiniendo el rol del docente para maximizar

los beneficios del proceso de enseñanza-aprendizaje.

Palavras-chave: Educación a distancia, plataformas digitales, autonomía del estudiante.

Introduction

Digital platforms have become fundamental technological resources for online distance education,

providing essential tools for planning, delivering, and managing teaching-learning processes while

engaging teachers, content developers, tutors, and other professionals.

Given that Distance Education: Digital Platforms and Student Autonomy in the 21st Century (Educa-

ção a distância: Plataformas digitais e autonomia discente do século XXI) presents significant cha-

llenges for educational policies—particularly in developing countries where published data remains

scarce—the author was motivated to investigate this topic to advance knowledge in the field.

This study aims to: (1) generate new knowledge, (2) collect previously unavailable data to address

106 Custódio Cazenga Francisco

Revista Digital de Investigación y Postgrado, 6(12), 105-112

Electronic ISSN: 2665-038X

107

existing gaps, (3) enhance educational practices, and (4) contribute to scientific progress. The research

holds particular significance as it examines core teaching-learning processes in education. Conse-

quently, this investigation seeks to answer: “What is the impact of digital platforms and student au-

tonomy on 21st-century distance education?” The study's primary objective is to analyze the role of

digital platforms and learner autonomy in contemporary distance education.

Theoretical foundation

Digital platforms as tools for active and collaborative learning

Digital platforms play a significant role in promoting active pedagogical practices, such as pro-

blem-based learning (PBL) and gamification—tools that encourage student engagement and

active participation in the educational process. Problem-based learning, for example, is cha-

racterized by solving real-world issues that stimulate students' critical thinking and analysis. In

this context, digital platforms are used to provide resources that facilitate interaction and colla-

boration among students, creating a dynamic and interactive learning environment. As França

(2021, p. 2021) highlights, "the use of digital platforms in higher education environments has

proven effective for promoting learner autonomy, especially when combined with active met-

hodologies like problem-based learning." This quotation demonstrates how well-integrated di-

gital platforms can transform educational settings, empowering students to become

protagonists of their learning.

Moreover, gamification—a pedagogical approach that uses game elements to engage stu-

dents—also benefits from digital platforms. According to Santos et al. (2020, p. 88), "digital

platforms offer a range of tools that enable gamification implementation, enhancing student

motivation and fostering immersive learning." This statement reflects how digital platforms can

be configured to integrate gamification, stimulating students through challenges, rewards, and

progression systems, thereby making learning engaging and interactive.

Digital platforms are equally essential for promoting collaboration among students, a corners-

tone of modern pedagogical practices. As Portes et al. (2024, p. 112) note, "educational social

networks and discussion forums within digital platforms function as interaction spaces, allowing

students to share ideas, debate concepts, and collaboratively solve problems." These collabo-

rative tools have proven vital for creating inclusive, participatory learning environments where

peer-to-peer knowledge exchange is encouraged.

França and Freitas (2022, p. 145) assert that "Digital Information and Communication Techno-

logies (DICT) have the power to redefine student interactions, providing not only content access

but also opportunities for collaborative knowledge construction." This observation underscores

the importance of DICT, including digital platforms, in collaborative knowledge-building, illus-

trating how networked learning can be facilitated by these tools as students work together,

share information, and develop competencies.

Distance education: digital platforms and student autonomy of the 21st century

108

Thus, digital platforms demonstrably serve a fundamental role in creating active, collaborative

learning environments. They not only provide resources for problem-based learning and ga-

mification but also offer spaces for peer collaboration—ultimately fostering essential 21st-century

learning competencies.

Technology and accessibility in the teaching process

Digital platforms have proven essential in promoting accessibility in education, enabling students

with diverse educational needs to access personalized resources tailored to their specific requi-

rements. As França (2021, p. 105) states, "digital technologies, when properly utilized, facilitate

the personalization of teaching, allowing each student to access content according to their in-

dividual needs and learning paces." This quotation emphasizes digital platforms' capacity to

adapt instruction to each student's unique characteristics, ensuring inclusive and accessible edu-

cation that respects individual differences and enhances learning.

Furthermore, digital inclusion plays a fundamental role in fostering learner autonomy, enabling

students to become independent in their learning process. As Portes et al. (2024, p. 115) high-

light, "the use of digital platforms contributes to the development of learner autonomy by pro-

viding students the freedom to explore content and complete activities independently, without

requiring constant supervision." This statement demonstrates how digital platforms can empo-

wer students by giving them tools to take control of their learning, thereby promoting self-re-

gulation skills.

The importance of digital inclusion is further evident in Santos et al.'s (2020, p. 90) assertion:

"digital technologies enable students with diverse educational needs to access customized con-

tent, which is essential for promoting equal opportunities in the educational process." This quo-

tation reinforces the concept that digital platforms play a significant role in creating an equitable

educational environment where all students, regardless of limitations, can access knowledge

and develop their skills.

The use of digital platforms in education has proven to be not just a resource for adapting ins-

truction to individual student needs, but also a pathway toward building inclusive education.

Thus, by enabling teaching personalization and promoting learner autonomy, digital platforms

become essential tools for creating an accessible, inclusive, and equitable educational environ-

ment.

Challenges and potentialities of online and hybrid teaching

The use of digital platforms in remote and hybrid teaching has become an established trend in

recent decades, particularly following the COVID-19 pandemic. Digital platforms offer numerous

benefits, including time and space flexibility, allowing students to access educational content

anytime and anywhere. However, they also present significant challenges. According to Mattos

and Reis (2021, p. 65), "remote and hybrid teaching, while presenting opportunities for expan-

Custódio Cazenga Francisco

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ding educational access, also requires changes in pedagogical practices, institutional structures,

and the profiles of both students and teachers." This statement highlights the complexity of

transitioning to digital teaching, which, despite bringing innovations, also demands significant

adaptations across various aspects of the educational process.

Moreover, digital platforms have the potential to transform teaching by enabling active metho-

dologies like problem-based learning and gamification. However, as noted by Oliveira (2023,

p. 122), "implementing hybrid learning environments requires integrating multiple technologies,

necessitating not only adequate infrastructure but also changes in how teachers interact with

students and content." This observation underscores the need for a comprehensive, well-plan-

ned approach to ensure the success of digital platforms in hybrid teaching, emphasizing that

merely adopting technologies doesn't guarantee positive outcomes.

Teacher training represents a fundamental factor for successful remote and hybrid teaching. As

Portes et al. (2024, p. 119) assert, "teachers play a central role in mediating digital instruction,

and their ongoing training is essential for effective platform use to ensure teaching practices

remain aligned with student needs and demands." This statement emphasizes that beyond te-

chnological infrastructure, teachers must be properly prepared to use these platforms, requiring

specific and continuous professional development.

Additionally, adequate technological infrastructure is crucial for effective digital teaching. França

and Freitas (2022, p. 147) state, "inadequate infrastructure and lack of technical support in edu-

cational institutions can compromise online learning experiences, limiting student access to te-

chnologies and hindering implementation of active methodologies." This reinforces that

successful remote and hybrid teaching requires investments not only in digital platforms but

also in technological resources and technical support to ensure all students can equally benefit

from these tools.

Methodology

This text constitutes a narrative literature review utilizing scientific databases to cover the pro-

posed authors. The objective was to compile relevant content on Distance Education: 21st Cen-

tury Digital Platforms and Learner Autonomy, focusing on various theories. An analytical,

bibliographic qualitative study was conducted through books, articles, and video lectures from

databases including PePSIC, SciELO, and Google Scholar. The most relevant materials were sub-

sequently included, while non-pertinent content was excluded.

Discussion

The use of digital platforms has proven to be an effective tool for promoting learner autonomy,

as it enables students to take control of their own learning process. França (2021, p. 110) empha-

sizes that "digital platforms provide resources that allow students to learn at their own pace,

choose content that interests them, and complete activities independently." This statement de-

Distance education: digital platforms and student autonomy of the 21st century

110

monstrates how digital platforms can create flexible learning environments that encourage stu-

dents to become autonomous, developing self-regulation skills and independence in their edu-

cational journey.

Furthermore, Portes et al. (2024, p. 120) highlight that "using digital platforms in teaching facili-

tates the creation of environments that stimulate learner autonomy, offering not only access to

content but also tools that enable students to manage their own learning with freedom and res-

ponsibility." From this quote, we can understand that digital platforms provide a structure that

goes beyond simple knowledge access, encouraging students to manage their time, set learning

goals, and find solutions to challenges - essential elements for developing autonomy.

Oliveira (2023, p. 125) states that "pedagogical practices mediated by digital platforms promote

student autonomy, particularly when combined with methodologies that encourage research

and problem-solving, such as problem-based learning (PBL)." The integration of digital platforms

with active methodologies like PBL clearly demonstrates how digital tools can foster autonomy

by engaging students in learning situations that require critical thinking and practical knowledge

application.

Examples of best practices in using digital platforms can be observed in various educational ini-

tiatives that strategically implement these tools. Santos et al. (2020, p. 95) note that 'some plat-

forms, by promoting student interaction and offering personalized resources, successfully create

learning environments that simultaneously stimulate autonomy and collaboration.' This practice

is evident in platforms incorporating discussion forums and collaborative activities, where students

assume active roles in knowledge construction while developing independent learning skills.

The teacher's role in 21st century education has been transformed by the increasing integration

of digital platforms in the teaching-learning process. According to Santos et al. (2020, p. 92),

"when mediating digital platform use, the teacher's role extends beyond knowledge transmission

to becoming a facilitator guiding students in their autonomous learning journey." This shift reflects

the need to adapt to new pedagogical models where teaching is student-centered rather than

teacher-centered, focusing on student-technology interactions.

Moreover, this transformation requires balancing mediation and student autonomy. França (2021,

p. 112) emphasizes that "while digital platforms provide student resources, teachers must guide

strategic tool use to ensure students maintain autonomy without losing necessary pedagogical

direction." This balance is crucial for developing student autonomy while preserving the teacher's

essential role as a learning guide. Teacher mediation proves key to successful platform imple-

mentation by providing necessary support for student exploration while encouraging learning

responsibility.

Oliveira (2023, p. 128) further highlights this balance, stating: "digital platform use requires tea-

chers to continually adjust their approach, alternating between active mediation phases and

greater student autonomy periods, demanding constant flexibility and adaptation." This demons-

Custódio Cazenga Francisco

Revista Digital de Investigación y Postgrado, 6(12), 105-112

Electronic ISSN: 2665-038X

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Distance education: digital platforms and student autonomy of the 21st century

trates that teachers must not only adapt their practices to new technological contexts but also

be prepared to shift teaching styles according to student needs. Teacher flexibility in mediation

therefore constitutes a central factor for successful educational technology implementation.

The implementation of digital platforms in education faces numerous challenges, including in-

frastructure requirements and teacher/student training needs. Technological infrastructure - or

lack thereof - represents a major obstacle. As Mattos and Reis (2021, p. 67) state, "digital platform

adoption requires robust infrastructure ensuring continuous, uninterrupted access to learning

tools, which many schools - particularly in underprivileged areas - cannot guarantee." This high-

lights how access quality determines digital platform implementation success, with inadequate

equipment, unstable internet connections, and technical support shortages consistently hindering

full technology integration.

Teacher training presents another significant challenge. According to Portes et al. (2024, p. 123),

"teachers require ongoing training for digital platform use, as simply introducing new technolo-

gies doesn't guarantee teaching quality improvement." This emphasizes the importance of com-

prehensive teacher development encompassing both technical platform use and necessary

pedagogical adaptations for meaningful tool integration into teaching-learning processes.

Resistance to change constitutes another major challenge. França (2021, p. 115) observes that

"many teachers struggle to adopt new technologies due to natural resistance to change, parti-

cularly when these technologies require shifting traditional teaching models." This resistance may

reflect educator insecurity regarding new tools and limited prior experience with digital teaching,

demanding institutional support through training and psychological/pedagogical guidance du-

ring the digital transition. Finally, student adaptation presents another relevant challenge.

According to Oliveira (2023, p. 130), “students, even though they are familiar with the use of te-

chnology in their daily lives, do not always know how to use it productively in the educational

context, which requires specific guidance from teachers.” This quote highlights that, although

students are digital natives, being accustomed to technology in everyday life does not necessarily

mean they know how to use it for educational purposes. Adapting to the use of digital platforms

requires both teachers and students to engage in a continuous learning process.

Final considerations

By systematically compiling a comprehensive body of information on essential topics related to

Distance Education: Digital Platforms and 21st Century Learner Autonomy, this research ena-

bles scholars to redirect time previously spent on foundational literature searches toward deeper

reflective analysis.

In research of this scope, determining the threshold of sufficient information to elucidate edu-

cational realities and substantiate pedagogical practices proves challenging. Therefore, main-

taining balanced criteria, the research team adopted methodical systematization to facilitate

112 Custódio Cazenga Francisco

access to diverse conceptual and methodological approaches representative of various didac-

tic-pedagogical schools of thought.

The study concludes that digital platforms hold transformative potential for 21st century distance

education by: Fostering learner autonomy, and redefining the teacher's role to maximize tea-

ching-learning process benefits

This research is expected to provide educators in related fields with: A deeper understanding

of the subject matter and a more comprehensive technical-scientific perspective. However, furt-

her studies remain necessary to expand upon and deepen the findings presented herein.

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