Personalized Learning in Higher Education

Book: Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities by CSMFL Publications

Michael Maser
Faculty of Education at Simon Fraser University, Burnaby, Canada.

10.46679/9789349926912ch09
This chapter is a part of: Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities
ISBN (Ebook): 978-93-49926-91-2
ISBN (Hardcover Print): 978-93-49926-11-0
ISBN (Softcover Print): 978-93-49926-31-8

© CSMFL Publications & its authors.
Published: May 05, 2026

Maser, M. (2026). Personalized Learning in Higher Education. In F. Fovet, Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities (pp 207-224). CSMFL Publications. https://dx.doi.org/10.46679/9789349926912ch09

Abstract

Dating back to the beginning of the 20th century, higher education has been rooted in standardized curricula and rationalized processes derived from industrialization. This model offered factory-style efficiencies, but it has recently been criticized for ignoring characteristics of individual student learners and failing to adequately meet the needs and expectations of more diverse student populations. One solution lies in personalized learning, which, grounded in new theories and insights about learning as well as different approaches, helps cultivate deeper student engagement. Today, personalized learning is being adopted in higher education with help from pioneering educators and administrators reporting benefits and caveats, and opportunities to assist students unduly affected by challenges like the Covid-19 pandemic. This chapter will profile the history of personalizing learning, tensions existing with status quo education, and provide insights into best practices for initiating and sustaining its use in higher education.

Keywords: Personalized Learning, Higher Education, Pedagogy, Pedagogical Relationality, Neoliberalism

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