Personalised Learning and Teachers’ Professional Development: Leveraging Technology to Support Student-Centred Learning
DOI:
https://doi.org/10.0001/fsza0j29Keywords:
personalised learning, Teacher Professional Development, Technology Integration, Student-Centred Instruction, Educational Innovation, Policy and PracticeAbstract
Learning is inherently personal, shaped by individual backgrounds, experiences, cognitive dispositions, and emotional engagement with content. Personalised learning, an instructional model tailored to students’ unique needs, interests, and learning pace, has emerged as a means to enhance engagement and academic outcomes. This study explores the intersection of personalised learning and teacher professional development (TPD), focusing on the role of technology in supporting student-centred instruction. Using a literature review of studies published between 2018 and 2025, the paper synthesises theoretical models, empirical evidence, and policy perspectives. The findings highlight the transformative potential of digital tools—including artificial intelligence, online platforms, and adaptive learning systems—in enhancing classroom practices and fostering continuous professional growth. Effective TPD aligns with educators’ professional realities and personal aspirations, while collaborative, technology-driven approaches foster innovation, reflective practice, and learner-centred pedagogy. Nonetheless, challenges persist, particularly those related to digital inequality, limited infrastructure, teacher workload, and change-related stress. These barriers underscore the importance of policy support, strategic investment, and inclusive implementation frameworks. The study concludes that sustainable reform requires TPD that is adaptable, context-sensitive, and technologically enriched, supported by systemic alignment across teacher capacity, institutional structures, and equitable access to digital resources. Such an approach empowers educators to meet contemporary educational demands and ultimately improves student outcomes
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Copyright (c) 2025 Dr. Ismail Abiodun ABDULMUMIN, Dr. Mariam Bola Sulyman, Dr. Fahdilat Talatu Ahmed (Author)
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