Between structure and scope for action: Digital sovereignty in blended-learning specialist language teaching

Digital sovereignty is often associated with autonomous, self-directed learning processes in digital contexts. This paper examines an institutionally implemented blended-learning setting in which online phases are predominantly synchronous and highly structured. Using the example of specialist language teaching, it analyses how students develop scope for action within prescribed digital frameworks. The results show that digital sovereignty arises not only through autonomy, but also develops through engagement with structured digital learning environments.