https://www.coursera.org/learn/newlearning/discussions/threads/rOgTi5BxEfCOnQr_1Nr97w

Nothing in this world is permanent, and that does not excludes education from changing. Thorughout time, the way teachers prepare, teach, and deliver learning has continuously changed. From rote memorization to learner-centered teaching, it has delivered positive results to ensure that it wil promote deeper learning, increase student engagement and motivation, develop critical thinking and problem-solving skills, foster a stronger sense of community and collaboration, and encourage lifelong learning and independence. Allowing students to be responsible in their own learning, and being independent is an important factor for the future success of the students.

Everyday, a teacher handles diverse students with different needs, and learning styles. It is a challenge for teachers to prepare differentiated activities especially if in one classroom there are 30-40 students. A stand out idea for me is the adoption of Personalized Adaptive Learning (PAL), an approach that tailors content, pace, and teaching strategies to meet the unique needs of every learner. India, a PAL program helped students achieve the equivalent of 1.9 years of learning in just 17 months, far surpassing peers in traditional classrooms (Times of India, 2025). Similarly, studies show that adaptive and gamified systems enhance engagement, retention, and achievement by keeping learners challenged yet supported (Pambudi et al., 2025; RSIS International, 2023). In Colombia, project-based learning with adaptive elements supported students in recovering literacy, numeracy, and 21st-century skills after pandemic disruptions (Caro et al., 2024). While in the Philippines, alternative delivery programs such as the Open High School Program in the Philippines also demonstrated that flexible, self-paced, and personalized pathways enabled marginalized learners to succeed despite barriers (Narra Integrated School, 2024). These findings underscore that PAL is not just an innovative concept but a proven strategy for fostering equity, engagement, and the development of critical 21st-century skills.

References

Caro, C., Marín, A., & Hernández, J. (2024). Project-based learning as a strategy for recovering learning in rural Colombian schools post-pandemic. Education Sciences, 14(12), 1341. https://doi.org/10.3390/educsci14121341

Narra Integrated School, & co-authors. (2024). Flexibility and personalization of learning in the Senior High Open High School Program: Basis for enhanced alternative delivery mode of teaching and learning. American Journal of Multidisciplinary Research and Innovation, 3(6), 121–130. https://journals.e-palli.com/home/index.php/ajmri/article/view/1758

Pambudi, A., Jatmiko, B., Susilo, H., & Suyono, S. (2025). Effects of gamified, mobile, cloud-based learning management systems on student engagement and achievement: A systematic review. International Journal of Educational Technology in Higher Education, 22(1), 54. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00541-1

RSIS International. (2023, December 10). Gamification tools for enhancing academic performance: A systematic review of classroom applications. International Journal of Research and Innovation in Social Science. https://rsisinternational.org/journals/ijriss/articles/gamification-tools-for-enhancing-academic-performance-a-systematic-review-of-classroom-applications/

Times of India. (2025, February 19). Personalised adaptive learning programme yields 1.9 years of learning in 17 months: Study finds. The Times of India. https://timesofindia.indiatimes.com/city/vijayawada/personalised-adaptive-learning-programme-yields-1-9-years-of-learning-in-17-months-study-finds/articleshow/123682442.cms