The new space created in Higher Education requires the development of new roles and responsibilities in the student before the teaching-learning process, which leads to the practice of self-regulated and self-regulated learning strategies in flexible work environments, encouraging their active participation. This research examines the development of individual learning strategies in novel students of Education at the University of Jaen (n = 407). Based on a descriptive methodology, the data collection is carried out through the "Individual Learning Strategies Questionnaire", through the survey technique. The results show how the strategies most developed by the students are related to the preparation of exams and the intellectual work of the student on the content of the subjects included in the curricula, with the expansion strategy having the worst results. In addition, the youngest students put into practice better strategies of autonomous learning, which facilitates the planning of the teaching task. This analysis allows university professors to know the strategies and skills available to the student to, in this way, adapt the teaching-learning process to these circumstances. On the other hand, the university student can adapt their learning preferences to the academic profile of the Education degrees, as well as being a factor that favors the improvement of the training actions for new students.
https://doi.org/10.15366/reice2020.18.3.002