Equal Opportunities in Flexible Learning Pathways: The Impact on Underrepresented Groups at the Amsterdam University of Applied Sciences

Abstract

This study explores how students from underrepresented groups experience Flexible Learning Pathways (FLPs) in higher education. While FLPs aim to increase student autonomy and allow for more personalised study programs, not all students are equally able to navigate those choices effectively. Through semi-structured interviews with students from two programs at the Amsterdam University of Applied Sciences, this qualitative case study examines the conditions under which FLPs contribute to or hinder equal opportunities.

The findings show that students appreciate the flexibility provided, but often feel overwhelmed without sufficient guidance. First-generation students reported struggling to make informed decisions without role models or structured support. This study identifies differences in access to coaching, institutional support, and informal networks as key factors shaping the ability of students to benefit from FLPs. The results are interpreted using the Socio-Constructivist Theory, the Capability Approach, the Inclusive Pedagogy Framework, and the Self-Determination Theory. These frameworks highlight the importance of support, structure, goal-orientation, and autonomy.

To ensure FLPs facilitate rather than limit equal opportunities, institutions must invest in sustainable coaching and offer structured, but flexible pathways. Equal opportunities are not just about offering freedom of choice, but ensuring all students can do something meaningful with it.