Personalized education mediated by digital technologies: contributions to the improvement of teaching practice and learning in basic education

Abstract

The digital transformation of educational systems has revealed limitations in institutions’ capacity to respond to the diversity of students’ learning rhythms and styles, highlighting the need to integrate digital technologies aimed at pedagogical personalization. In this context, the objective of the study was to analyze the relationship between personalized education mediated by digital technologies, teaching practice, and learning outcomes in basic education. The research was conducted under a quantitative approach with a cross-sectional non-experimental design, based on the analysis of secondary information derived from educational reports and institutional statistics. The information was systematized through analytical matrices and processed using multivariate statistical techniques, specifically multiple linear regression and structural equation modeling. The results showed that teachers’ digital competence presented the highest explanatory weight within the regression model (β = 0.52; p < 0.001), followed by the pedagogical use of digital learning platforms (β = 0.47; p < 0.001). Likewise, the structural model indicated that teaching practice exerted the most significant direct effect on personalized learning (β = 0.63; p < 0.001), while digital infrastructure presented a moderate effect (β = 0.29; p < 0.01). In addition, a positive relationship was identified between the level of technological integration in pedagogical processes and improvements in academic performance, reaching average learning gains of up to 21.4% in contexts with high digital integration. Overall, the findings indicate that the educational impact of technology largely depends on its pedagogical integration and on the development of teachers’ digital competencies that enable the implementation of adaptive learning strategies in basic education.