In flexible education, recommender systems that support course selection, are considered a viable means to help students in making informed course selections, especially where curricula offer greater flexibility. However, these recommender systems present both potential benefits and looming risks, such as overdependence on technology, biased recommendations, and privacy issues. User control mechanisms in recommender interfaces (or algorithmic affordances) might offer options to address those risks, but they have not been systematically studied yet. This paper presents the outcomes of a design session conducted during the INTERACT23 workshop on Algorithmic Affordances in Recommender Interfaces. This design session yielded insights in how the design of an interface, and specifically the algorithmic affordances in these interfaces, may address the ethical risks and dilemmas of using a recommender in such an impactful context by potentially vulnerable users. Through design and reflection, we discovered a host of design ideas for the interface of a flexible education interface, that can serve as conversation starters for practitioners implementing flexible education. More research is needed to explore these design directions and to gain insights on how they can help to approximate more ethically operating recommender systems.