This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

中文翻译：

---

混合课程的课程灵活性

这项研究提供了对在实现课程灵活性中起作用的过程的见解。课程灵活性是根据课程对学生需求和能力的适应性和可访问性来概念化的。为了实现课程的灵活性，本研究中的教师教育机构设计了一个包含面对面和在线内容的混合课程。这种灵活的课程旨在增加学生入学率，并允许学生的毕业作品集多样化。通过对10位教师教育者的半结构化访谈，研究了可能促进或阻碍实现灵活性的条件。结果表明，不同的情境，与教师和学生相关的条件被认为会影响（进一步）课程的灵活性。此外，教师教育者发现了与这些有影响的条件有关的几个挑战，这些挑战被认为是紧张关系。在对这些发现进行讨论的基础上，提出了研究和实践的建议。