Analysis of the International Conception of Personalized Education. Difficulties for the Advancement in Scientific Educational Research

Abstract

The concept of personalized education has been widely approached by multiple authors, who have contributed their own point of view on this theory, moving it further away from its unique and universal definition. To get to build this definition, it is first necessary to verify and scientifically determine whether this concept encompasses the same perspective within international literature or whether there are significant differences in the interpretation of its meaning. To this end, a systematic review of this concept has been carried out in the ERIC database, analysing a sample made up of 64 articles. The results show several problems, amongst them a high disparity in the referents used to lay down the theoretical foundations of personalized education and a scarce matching of the content to the used keywords. These difficulties pose a challenge to which the scientific community needs to respond if further progress in this field is desirable.