Vol.12, No.4, November 2023.                                                                                                                                                                               ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Personalized Learning Strategies in Higher Education in Saudi Arabia: Identifying Common Approaches and Conditions for Effective Implementation


Abdullah Alenezi


© 2023 Abdullah Alenezi, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 12, Issue 4, Pages 2023-2037, ISSN 2217-8309, DOI: 10.18421/TEM124-13, November 2023.


Received: 20 April 2023.

Revised:   17 July 2023.
Accepted: 24 July 2023.
Published: 27 November 2023.

Version of Record: 25 December 2023.




The aim of the study is to identify the most commonly used personalized learning strategies in higher education in Saudi Arabia and explore the conditions for effective implementation of these strategies. In this study, a mixed-methods approach was employed, which involved conducting a survey of 390 students and conducting interviews with 18 students across three universities in Saudi Arabia. The findings reveal that the most commonly used personalized learning strategies are tailoring instruction to individual needs and preferences, providing one-on-one support and guidance, and allowing for student choice and autonomy. Flexible pacing and learner agency were also identified as important strategies, while adaptive assessment was found to be the least commonly used strategy. The study suggests that adequate resources, training and support, collaboration and communication, flexibility and adaptability, assessment and feedback, and clear goals and expectations are necessary for effective implementation of personalized learning strategies. These findings provide insights into the prerequisites for the successful execution of personalized learning approaches in tertiary education in Saudi Arabia and can serve as a blueprint for formulating impactful policies and practices that improve student-learning results.


Keywords –Personalized learning, higher education, Saudi Arabia, flexible pacing, adaptive assessment, learner agency, student-centered learning.



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