“In their own way”: personalization in history teaching in second-chance academic classes

A qualitative study in 'Frontiers in Education' examines the implementation of personalized learning in history classes for vulnerable 11th-grade students in central Israel over two academic years. The research, based on a teacher's lived experience, explored offering students choices in learning modalities for national matriculation examination preparation. While most students opted for traditional teacher-led instruction, the findings suggest that personalized approaches, even if not fully embraced by all, can empower vulnerable populations by fostering agency.

Why it matters

This research highlights the complexities of implementing personalized learning strategies, particularly for vulnerable populations. It underscores the importance of understanding student agency and preferences when designing educational interventions, suggesting that while choice is valuable, traditional structures may still be preferred or perceived as more effective by some groups.

Key insights

• Personalized learning was implemented in 11th-grade Second-Chance Academic history classes.
• The study spanned two consecutive academic years and focused on choices in learning modalities for examination preparation.
• Most students ultimately chose traditional teacher-led classroom instruction.
• The research suggests that personalized learning fosters agency, particularly for vulnerable populations, despite the preference for traditional methods.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1910822