Designing and Evaluating Personalized Learning Itineraries: An Experience at the University

This article presents the results of an experience in the teaching of Mathematics at the University of Cantabria, with the participation of 250 first-year students on three Engineering Degrees. The project has focused on the use of personalized learning itineraries, structured by means of node maps that link primary and secondary learning objectives, allowing multiple paths for their achievement. This methodology is part of a broader teaching innovation effort, aimed at adapting teaching to the individual needs of students. During the study, the nodes that students went through to achieve the objectives of each learning pathway were tracked, along with their responses to the various activities proposed. Data analysis and visualization tools were used to analyze the data obtained. One of the most outstanding findings has been the high level of satisfaction with the implemented methodology and the improvement in academic results. In addition, the effectiveness of the design of the pathways and the progress of the students towards the established goals have been evaluated. These results suggest that the approach used improves teaching strategies and facilitates the design of more effective educational interventions adapted to the real needs of students, fostering more efficient and adaptive learning in the university context.