ABSTRACT
Digital personalized learning (DPL) approaches may offer specific educational benefits in low- and middle-income countries (LMICs). However, there is insufficient research and guidance on designing and implementing DPL outside of high-income contexts, especially when integrated with classroom-based teaching. This chapter provides theoretical perspectives and empirical evidence on DPL design and implementation, defining key concepts and emphasizing its importance in global education discussions. An illustrative case study drawing on large-scale research in early-grade Kenyan classrooms is critically examined, revealing the interconnectedness of personalization models when a DPL tool is introduced into an existing learning environment. A key contribution is to emphasize that implementation of DPL tools in LMIC classroom settings may involve the dynamic interaction of multiple personalization models. The crucial role of teachers in co-designing new DPL tools for effective classroom integration is also highlighted. Three recommendations to inform DPL design, implementation, and research in other LMIC contexts are outlined.
