This paper deals with the implementation of personal learning pathways in a technology-enriched environment to enhance learning experiences in initial teacher training. The study uses mixed-methods within a design-based research approach. In a first phase of the approach, the characteristics that personalised learning pathways should meet were identified. In the next stage, the learning sequences' structure for the pathways was designed, considering context, teaching-learning approach, tasks and assessment. The main result is an interchangeable learning sequence structure prototype that enables the configuration of personalised learning pathways by the students themselves, and the exchange and co-design of learning pathways between different teachers. The students select the sequences from a catalogue, organising their own learning pathways from the combination of different types of sequences offered. This strategy promotes students' autonomy and self-direction in the learning process, as well as their development of personal information management and collaborative work skills. The conclusion is that the proposed personalized pathways present an adequate balance between the structure, result of the learning design and / or co-design, and the necessary autonomy for the self-direction of their own learning process, whether in individual learning or in the collaborative construction of knowledge.