Digital platforms and pedagogical innovation: pathways to personalized learning in the 21st century

Abstract

The study examined how digital platforms can support personalized learning in the twenty-first century, starting from the challenge of aligning educational pathways with students’ individual needs. The main objective was to understand how technological resources, particularly adaptive systems and structured digital learning environments, contribute to more flexible pedagogical practices. The theoretical foundation compiled research addressing computational intelligence applied to education, learning monitoring mechanisms, and institutional guidelines related to the pedagogical use of digital technologies. The investigation employed a descriptive literature review aimed at identifying concepts, trends, and documented evidence on the topic. The results indicated that digital platforms can assist in adapting learning activities, enhance performance monitoring, and promote more personalized learning trajectories when integrated into intentional pedagogical planning. The findings suggest that the effectiveness of these solutions depends on the interplay between technology, pedagogical purpose, and teachers’ digital competencies. The implications for the educational field highlight the need to strengthen professional development policies and encourage practices that employ digital resources to support learning processes aligned with students’ characteristics.