Exploring the meaning of ‘Personalized Learning’: Centred on the 2015 Revised National Curriculum and the 2022 Revised National Curriculum

Objectives This study explores the meaning of “Personalized Learning” as proposed in the national curriculum. Methods Based on the characteristics of various terms related to Personalized Learning, analytical criteria were established (purpose, target & subject, tailored elements, implementation methods). These criteria were then applied to analyze the meaning of Personalized Learning as described in the 2015 Revised Curriculum and the 2022 Revised Curriculum. Results Personalized Learning proposed in the 2015 Revised Curriculum emphasizes differentiated instruction (DI), focusing on designing effective teaching and learning through diversification of content, processes, and learning outcomes. In contrast, the 2022 Revised Curriculum presents the concept of personalized learning (PL). From a broad perspective, it emphasizes personalization for learners, including the establishment of a learner-centered curriculum system through universal design for learning, collaboration with educational communities, and partnerships with local institutions. From a narrower perspective, it highlights personalization by learners, focusing on student agency, the use of intelligent information technologies, and the successful learning of all students, considering their diverse socio-cultural and individual differences. Conclusions Personalized Learning in the national curriculum aims to promote the growth of all students, emphasizing equity, inclusivity, student agency, and diversity. It is based on establishing a learner-centered curriculum system, organizing and operating a student-centered curriculum, and advancing the personalization of teaching and learning through the use of intelligent information technologies. These findings indicate a paradigm shift, necessitating further research to support awareness, practices, and instructional models in school settings.