A Systematic Literature Review on Personalised Learning for Primary Students

Abstract

This systematic literature review investigates the evolution and current practices of personalised learning in primary education, with a particular emphasis on how emerging technologies and pedagogical strategies have reshaped educational delivery. The review synthesises over two decades of academic research, encompassing theoretical perspectives, empirical studies, and policy analyses from a global context. It explores how personalised learning has transitioned from traditional teacher-led differentiation to highly adaptive, technology-supported models, incorporating tools such as artificial intelligence, learning analytics, and digital storytelling. The methodology employed adheres to the PRISMA 2020 framework, ensuring a rigorous selection and analysis process. The findings indicate a progressive trend toward hybrid learning environments, increased student agency, and the integration of flexible learning architectures. Nevertheless, the review highlights several persistent challenges, including ethical concerns around data privacy, equity of access to personalised learning technologies, and the need for ongoing teacher professional development. Implications for educational policy, classroom practice, and future research are discussed, offering a comprehensive roadmap for stakeholders aiming to implement effective personalised learning strategies in primary settings.