One Teacher, Multiple Learning Pathways: Blended and Personalized Learning Practices in World Geography

This case study examines how a high school geography teacher implemented blended and personalized learning (BLPL) in a World Geography classroom to support students’ learning. Using structured routines, self-paced activities, and digital tools such as Progress Tracker, the teacher facilitated differentiated learning while guiding student mastery of geographic concepts. Early-semester challenges included procedural support and technology navigation, which evolved into mid-semester student autonomy and engagement. This study highlights how BLPL enables teachers to respond to varying student learning needs, balance facilitation with independence, and design differentiated instruction that fosters geographic understanding.