The present research analyses the construction of the personal learning environment of unaccompanied foreign minors in relation to their educational level with the aim of improving learning flexibility. A sample of 600 unaccompanied foreign minors from the autonomous cities of Ceuta and Melilla, responded to a questionnaire comprised of 40 questions about their personal learning environments. Results suggest that younger minors make less use of their personal learning environment, which happens for all dimensions of the questionnaire, which are self-concept of the learning process, planning and learning management, use of resources and tools, and communication and social interaction. Teachers and educators have the important role of supporting minors and teaching them to manage their personal learning environment in order to make optimal use of it. These results are discussed in terms of recommendations for the Spanish educational system or any other context with similar characteristics.

为了提高学习的灵活性，本研究分析了无人陪伴的外国未成年人的个人学习环境与他们的教育水平的关系。来自休达（Ceuta）和梅利利亚（Melilla）自治城市的600名无人陪伴的外国未成年人的抽样调查问卷回答了有关其个人学习环境的40个问题。结果表明，未成年人未充分利用自己的个人学习环境，这种情况发生在问卷的所有维度上，这是学习过程，计划和学习管理，资源和工具的使用以及沟通和社会互动的自我概念。教师和教育工作者具有重要的作用，即支持未成年人并教他们管理个人学习环境，以便对其进行最佳利用。