- Кочарян, Артур Борисович (orcid.org/0000-0003-3854-4532) (2026) Personalized learning in the context of digital technologies: theoretical foundations and results of a survey of educators Освіта та розвиток обдарованої особистості, 1 (100). pp. 141-149. ISSN 3083-6425
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Abstract
The article examines personalized learning as one of the key directions of educational transformation in the context of digitalization. The relevance of the issue has significantly increased in recent years due to the widespread implementation of distance and blended learning caused by the COVID-19 pandemic and wartime challenges, which have intensified the need for flexible, learner-centered educational models. The study provides a theoretical overview of personalized learning, its conceptual foundations, and its correlation with the concept of individualized learning, emphasizing the shift from teacher-centered instruction to learner agency and self-directed educational trajectories. Special attention is paid to the role of digital technologies in enabling personalized learning. Learning management systems, adaptive educational platforms, learning analytics tools, artificial intelligence applications, and cloud-based solutions are considered as key technological instruments supporting individual pacing, content differentiation, automated feedback, and data-driven educational decision-making. At the same time, the article highlights that digital technologies function as supportive tools rather than substitutes for pedagogical interaction and professional expertise. The empirical part of the study is based on the results of an online survey conducted in January 2026 among 327 educators representing different levels of education, including general secondary, vocational, pre-tertiary, and higher education institutions in Ukraine. The survey explored teachers’ understanding of personalized learning, their practical experience with its implementation, attitudes toward digital technologies, awareness of regulatory frameworks, perceived barriers, and professional needs. The findings reveal a high level of conceptual awareness among educators and a generally positive attitude toward personalized learning, with more than half of the respondents already applying certain elements in their teaching practice. However, the study also identifies significant challenges hindering large-scale implementation, including excessive teacher workload, limited time resources, insufficient methodological support, large class sizes, and the lack of effective tools for rapid learning diagnostics. Educators emphasize the need for professional development, access to modern digital tools, administrative support, and favorable organizational conditions. The article concludes that personalized learning holds substantial potential for improving educational quality and learner motivation in Ukraine. Nevertheless, its effective implementation requires systemic support at institutional and policy levels, integration with broader educational reforms, and targeted measures aimed at strengthening teachers’ digital and pedagogical competencies.
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