Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking
DOI:
https://doi.org/10.59890/ijaer.v3i5.131Keywords:
Design Thinking, Educational Innovation, Learner-Centered Design, Pedagogical Equity, Systems IntegrationAbstract
This review explores how adaptive learning systems (ALS), when guided by the principles of design thinking (DT), can bridge the gap between instructional technology and personalized pedagogy. Despite advances in educational technology, many classrooms still struggle with large class sizes, learner diversity, and insufficient digital literacy. Design thinking—through its stages of empathizing, defining, ideating, prototyping, and testing—offers a structured, human-centered approach for integrating adaptive systems that address these challenges. The paper proposes a four-step framework to align technology with pedagogy: identifying instructional challenges, applying design thinking, empowering educators with analytics, and creating inclusive environments. Within this framework, adaptive learning systems emerge as tools for differentiated instruction, real-time feedback, and data-driven decision-making. The review concludes that integrating design thinking with adaptive technologies transforms technology from a passive delivery mechanism into a dynamic, learner-centered ecosystem capable of fostering equity, engagement, and pedagogical innovation.
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Copyright (c) 2025 Emmanuel Lucas Nwachukwu, Nwamaka Goodness Egbue, Ijeoma Victor- Nwakaku
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