Teachers’ perceptions of culturally responsive personalised learning

This study explored teachers’ perceptions of culturally responsive personalised learning (CRPL), a pedagogical approach which draws on practices associated with personalised learning and culturally responsive teaching to integrate students’ contexts into teaching. CRPL emphasises adapting teaching to meet students’ individual needs, fostering student engagement and agency, and promoting equity and inclusion in education. Drawing from a nationally representative survey of 1,087 K-12 public school teachers in the United States, this study examines educators’ perceptions of and reported practices related to CRPL and the role of educational technology in its implementation, and how these attitudes and reported practices vary by school and teacher background characteristics. Findings reveal a gap between teachers’ reported value of CRPL and its frequency of implementation, with differences observed based on experience, school context, and access to resources. Educators in urban schools and schools serving more racially or ethnically diverse student populations were more likely to value and apply CRPL, while experienced teachers reported lower engagement with such practices. These findings may underscore the need for targeted professional development, supportive policies, and equitable resource distribution to foster CRPL adoption.