Aprendizajes personalizados a través de documentales digitales en las carreras universitarias de comunicación en Iberoamérica

Purpose. Personalized learning is one of the current challenges in communication education. Therefore, this research aims to describe the development of personalized learning as applied through documentary genre courses in communication faculties across Ibero-America. Methodology. To achieve this objective, a qualitative approach was employed using a reflective thematic analysis design. Semi-structured interviews were conducted with 13 university professors who teach documentary production in 9 Ibero-American countries. Results and Conclusions. The main finding reveals that digitalization has enhanced student accessibility to devices that were previously difficult to use due to their cost. This enables students to specialize in various areas of university documentary production. The study concludes that personalized learning is feasible through the assignment of specialized roles in group projects and collaborative work. Furthermore, it proposes three types of personalized learning: self-personalized learning, co-personalized learning, and tutored personalized learning. Original Contribution. The originality of this article lies in addressing an unexplored research gap by examining personalized learning and digitalization specifically within the teaching of the documentary genre. Its main contribution is a qualitative diagnosis that validates how digitalization democratizes audiovisual production and role specialization. Additionally, the study enriches audiovisual pedagogy by proposing an original typology of personalized learning, demonstrating that individualization is compatible with collaborative work in documentary projects