Personalized Learning in Virtual Learning Environments: A Systematic and Thematic Review of Technological, Pedagogical, and Learner-Centric Innovations
TL;DR
It is concluded that effective personalised learning in VLEs requires a human-centred integration of pedagogy, technology, and learner agency, supported by inclusive infrastructure, appropriate teacher capacity, and stronger empirical evidence from diverse and longitudinal contexts.
Abstract
Purpose: Personalised learning has emerged as an important approach for addressing learner diversity within increasingly digital and technology-mediated educational environments. This systematic and thematic review examines how personalised learning is conceptualised, implemented, and experienced within Virtual Learning Environments (VLEs), with particular attention to pedagogical design, technological integration and adaptivity, and learner agency and perception. Methodology: A systematic literature search was conducted across Scopus, ERIC, Web of Science, Google Scholar, and ScienceDirect for literature published between 2007 and 2024. Following screening and eligibility assessment, 35 studies were included in the final review corpus. Data were analysed using manual content analysis with a combination of deductive and inductive coding. The thematic synthesis identified eight recurrent thematic strands and three interconnected dimensions of personalised learning: pedagogical design, technological integration and adaptivity, and learner agency and experience. Findings: The findings indicate that personalised learning is not solely a technological process but emerges through the interaction of pedagogical intentionality, technological affordances, teacher facilitation, and learner participation. Artificial intelligence, learning analytics, adaptive systems, learning management systems, and interactive technologies expand the possibilities for scalable personalisation, while concerns relating to digital inequality, algorithmic bias, data privacy, teacher readiness, and learner support remain significant. The review further highlights the importance of balancing learner autonomy with structured guidance and situating personalisation within broader principles of equity, accessibility, ethical governance, and Sustainable Development Goal 4. Conclusion: The review concludes that effective personalised learning in VLEs requires a human-centred integration of pedagogy, technology, and learner agency, supported by inclusive infrastructure, appropriate teacher capacity, and stronger empirical evidence from diverse and longitudinal contexts.