Personalised Learning Supported by Digital Technologies: Trends, challenges and perspectives
DOI:
https://doi.org/10.17398/1695-288X.25.2.53Keywords:
Personalized Learning, Artificial Intelligence, Self Regulated Learning, Learner Autonomy, Educational Technology, Adaptive InstructionAbstract
Since the establishment of compulsory education, the personalisation of learning has been a recurring concern in educational research and practice, in which educational technology has always played a part. This paper analyses the state of the art on personalised learning supported by digital technologies, identifying trends, challenges and perspectives from Educational Technology as a discipline. It adopts the form of a theoretical essay based on a narrative review of literature, focused on review articles and conceptual frameworks published in specialised journals. The analysis identifies two main strands of personalisation, articulated around the continuum proposed by Cuban (2018): one centred on technological adaptation through algorithms, learning analytics and intelligent tutoring systems, and another oriented towards curricular flexibility and student agency through personal learning environments, flexible pathways and co-design processes. Generative artificial intelligence acts as an accelerator for both strands, yet intensifies the risk that the appearance of personalisation may replace genuine learning. Conceptual, institutional, psychological, technological and pedagogical barriers to implementation are identified. It is concluded that personalization is, above all, a pedagogical and political issue whose development requires, beyond technological advancement, balancing the structure of instructional design with student autonomy.
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