The increase in university participation has led to greater complexity in terms of students' trajectories, with the option of changing degree course or higher education institution or, more recently, the mode of study (face-to-face and online learning). These transitions can be strategic moves that facilitate greater continuity in educational trajectories and increase equity within the education system. Online universities offer greater flexibility in terms of time and location, providing new opportunities for students with specific profiles to pursue higher education. This article aims to delve into the complex trajectories of change and to analyse whether there are differences in educational outcomes based on students' social backgrounds. Using registry data from the Catalan university system (n = 42,370), we identify and characterise the trajectories of change and analyse the effect of the interaction between them and social origin on educational outcomes. The results indicate that students from lower social backgrounds and those who also work are most likely to transition to virtual education. However, social background continues to have an effect on the probability of graduating, dropping out or pursuing further studies.