Personalized learning: The simple, the complicated, the complex and the chaotic

Maya Gunawardena, Penny Bishop, Kithmini Aviruppola

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Personalized learning is touted to provide opportunities for learners to achieve their full potential while developing a love of learning. However, questions regarding the practicality of implementing it remain. This qualitative case study inquired into the perspectives of Australian secondary school teachers who reported interest in implementing personalized learning. Using complexity theory, the researchers examined participants' perspectives and used NVivo to code data according to the classifications of simple, complicated, complex, and chaotic. Findings included teachers’ enthusiasm and wariness. This study suggests that complexity theory helps navigating the issues to help teachers to evolve and sustain in managing the complexity.

Original languageEnglish
Article number104429
Pages (from-to)1-11
Number of pages11
JournalTeaching and Teacher Education
Publication statusPublished - Mar 2024


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