The Changes We Need: Contribution of Personalized Learning in the Development of New Theoretical Model for Education

Abstract

Purpose: The main purpose of this study is to explore how may the contribution of the personalized learning assessed as basis for the development of the new theoretical model in universities in Guangdong, China. Method: The study utilized a mixed-method approach to research using Explanatory Sequential Design (Two-Phase). In this type of research, the researcher collects an initial quantitative data collection, and analyzes the data to build up on a second, qualitative phase. This procedure helps explain the quantitative results through a qualitative dimension. Result and Conclusion: The study found that the level of presentation of personalized learning practices among Chinese university students is not ideal. Classroom instructors are not sufficiently prepared to implement personalized learning among students, and university administrators also lack adequate preparation for motivating and leading the development and implementation of personalized learning. However, Chinese university students, teachers, and administrators all hold a positive attitude towards personalized learning. They recognize the significance of personalized learning for student development and the reforms in education for the new era. They would actively promote relevant practices. The study synthesized the perceptions of students, teachers, and administrators and developed a new theoretical model to enhance the universities’ practices of personalized learning. Research implications: The study highlights the importance of bridging the gap between positive attitudes towards personalized learning and the actual implementation of these practices, emphasizing the need for strategic interventions and support mechanisms to ensure successful integration into university settings. Originality/ Value: The study focused on the Chinese university context, its identification of implementation gaps, its recognition of positive attitudes towards personalized learning despite challenges, and its development of a new theoretical model to enhance personalized learning practices. These aspects contribute to the advancement of knowledge and understanding in the field of personalized learning within the context of Chinese higher education.