Abstract

This article explores time as a multidimensional pedagogical condition, moving beyond its conventional treatment as a neutral framework for organizing learning. Drawing on philosophical, psychological and educational perspectives, the article proposes a holistic understanding of time as an existential, relational and formative element in the learning process. Time is not just something we measure; we also experience, negotiate and internalize it as learners. This shapes our autonomy, identity and ability to self-regulate. The study focuses on distance learning environments, where the absence of physical and institutional structures amplifies the learner’s responsibility to manage time independently. In these contexts, effective time management is crucial and is closely linked to emotional resilience, cognitive flexibility, and metacognitive awareness. The article examines how digital platforms and artificial intelligence systems influence students’ temporal experience, either by supporting personalized pacing or by imposing algorithmic constraints that risk undermining autonomy. Methodologically, this is a conceptual and literature-based study that synthesizes recent research in educational theory, learning analytics and existential pedagogy. The article argues for a dehumanized approach to time in education that respects learners’ temporal rhythms and promotes reflective engagement with the learning process. Ultimately, the article calls for educational designs that treat time not as a constraint to be optimized, but as a pedagogical opportunity to cultivate autonomy, presence and meaningful learning.

Keywords

time perception, self-regulated learning, artificial intelligence in education, distance learning, educational autonomy