Balancing Autonomy and Accountability Through Curricular Flexibility in Pharmacy Education

Abstract

Higher education faces growing calls to rethink traditional approaches to teaching, delivery, and assessment, driven by the evolving needs of modern learners. Today’s students seek education that is flexible, personalized, and closely aligned with their career goals. Curricular flexibility supports learner-centered education, promotes adaptability, and empowers students by shifting some decision-making from faculty to learners. Important nuances must be considered, including the type of flexibility applied and the degree to which learning can be made accessible and adaptable. Literature highlights several benefits, such as fostering self-reflection, promoting engagement, supporting well-being, and encouraging greater accountability for learning. However, barriers exist, including concerns about increased faculty workload, limited direct evidence of positive student outcomes, and the possibility of creating academic entitlement. The purpose of this commentary is to describe elements of curricular flexibility and present examples from higher education and health professions literature that can be implemented at the program level or within individual courses. Successful implementation requires thoughtful consideration of where structure remains essential and where intentional opportunities can be introduced to foster learner accountability and autonomy. Curricular flexibility is not a one-size-fits-all solution, and faculty should assess the feasibility and support provided at the institutional and program levels. Research within pharmacy education is needed to clarify the impact of flexible learning and identify additional ways to overcome the barriers described. By balancing flexibility with academic rigor and professional standards, educators can better prepare learners to work in a society that values autonomy and adaptability and offers multiple paths to success.