PERSONALIZED LEARNING AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

Abstract

This article presents a comprehensive psychological and pedagogical analysis of personalized learning, examining its theoretical foundations and implementation challenges within the contemporary Ukrainian education system. Unlike traditional instruction, personalized learning tailors the educational experience to the student’s unique needs, abilities, and psychological well-being, making it a critical paradigm, especially in the context of ongoing social crises and accelerated digital transformation in Ukraine. Drawing on theoretical analysis, historical-pedagogical review, and institutional reports from the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, the study traces the evolution of individualized approaches – from historical concepts of differentiation and student-centered learning to modern didactic models for blended and mixed-form education. The
research highlights that while digitalization enables personalized instruction through adaptive platforms, it simultaneously introduces new demands related to psychosocial support for students in crisis, managing digital inequality, and upholding data privacy ethics. Key tensions discussed include the necessity of robust school psychological services for effective personalization and the challenge of teacher preparedness in interpreting individualized data. The paper concludes with evidence-based recommendations for policymakers and school leaders, focusing on strengthening professional development and creating ethical data policies to ensure personalized learning serves as a truly humanizing and equitable force in Ukrainian schooling, rather than simply a technological innovation. Further research is recommended on long-term outcomes and co-designed participatory learning models.