Toward a Framework for Personalized Interactive Learning in Higher Education: Theoretical Insights and Implications

Technological innovation is transforming the landscape of higher education, shifting from rigid standardization to flexible personalization.However, personalized learning is not individualized learning in isolation, but rather an interactive and interconnected learning process that requires social and digital interactions with both human and computer.With the increasing need to create learning environments that move beyond traditional one-size-fitsall designs and foster meaningful interaction tailored to individual learners' needs, this paper proposes a theoretical framework for personalized interactive learning in higher education with specific reference to college English instruction.Drawing upon insights from social and psychological theories, the framework aims to accommodate learners' diverse interaction mindset and promote collaborative engagement and communication.It explores how educational design can address learners' affective state while fostering their social behavior.The findings highlight the potential of these models to enhance engagement, collaboration, and real-world communication skills in College English courses.By combining theoretical insights with practical implications, this study highlights the dual contribution of psychology and sociology to the design of sustainable learning models in higher education.