Exploring how flexible learning design influences master's nursing students’ learning: A qualitative design

Technological advancements and digital accessibility have increased expectations for flexible learning in higher education, requiring pedagogical approaches that support self-regulation and self-directed learning, which are core principles of self-determination theory. The present study aimed to explore how students experienced courses with flexible learning design within a master's nursing programme. Four focus group interviews were conducted with master`s students in advanced clinical neonatal nursing in spring 2023, and the data were analysed using reflexive thematic analysis. The study adhered to COREQ. Four main themes were identified: “Reflections on Professional Growth”; “Experiences with Flexible Learning Strategies”; “Perceptions of the Learning and Social Environment” and “Balancing Flexibility with Everyday Life”. Flexible learning design supported both autonomy and professional growth. Despite limited face-to-face interaction, students reported a strong sense of relatedness. To meet core psychological needs, a well-structured flexible environment must offer clear communication of structure, expectations and learning opportunities.