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Abstract
This study examines the design and implementation of Riding Didactic Challenges, a digital Learning Landscape developed to support English student-teachers during their teaching practicum. Grounded in Universal Design for Learning, multisensory and multimodal learning, and Challenge-Based Learning, the landscape consisted of seventeen thematic routes structured around four recurring components: Exploration, Reading, Video, and Challenge. Its purpose was to provide a flexible, practice-oriented environment that strengthened pedagogical understanding, reflective skills, and instructional decision making. A qualitative descriptive design was used with ten English student-teachers enrolled in a practicum seminar. Participants engaged with the landscape weekly over a seventeen-week period. Data were collected through an online post-experience survey including Likert-scale items and open-ended reflections. Quantitative responses were summarized descriptively, while qualitative data were analyzed through inductive thematic analysis. Four themes were developed through the thematic analysis: (1) participants moved from initial unfamiliarity to clearly conceptualizing Learning Landscapes as structured multimodal learning pathways; (2) multisensory supports (color coding, videos, and optional audio) improved navigation, comprehension, and engagement while reducing cognitive load; (3) weekly challenges served as bridges between theory and practicum, enabling direct classroom application and increasing agency; and (4) the iterative route design strengthened reflective practice and emerging professional identity by encouraging critical examination of teaching decisions and alignment between course concepts and classroom realities. Findings suggest that Learning Landscapes can effectively connect coursework and practicum-based learning. Implications highlight the value of multisensory, challenge-oriented, and reflective digital designs in teacher education to foster autonomy, conceptual clarity, and sustained professional growth.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
Journal of Digital Educational Technology, Volume 6, Issue 2, October 2026, Article No: ep2616
https://doi.org/10.29333/jdet/18856
Publication date: 25 Jun 2026
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