Digital Tools to Support Personalized Education for Gifted Students : A Systematic Literature Review
Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with d...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Universidad Francisco de Vitoria |
| Repositorio: | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria |
| Idioma: | inglés |
| OAI Identifier: | oai:ddfv.ufv.es:10641/6704 |
| Acesso em linha: | https://hdl.handle.net/10641/6704 |
| Access Level: | acceso abierto |
| Palavra-chave: | digital learning tools educational differentiation equity and inclusion in education gifted and talented education personalized learning STEM and STEAM education systematic literature review (SLR) teacher professional development Equity and inclusion in education Personalized learning Teacher professional development Digital learning tools Educational differentiation Gifted and talented education Computer Science (miscellaneous) Education Physical Therapy, Sports Therapy and Rehabilitation Developmental and Educational Psychology Public Administration Computer Science Applications Yes yes |
| Resumo: | Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with differentiation or individualization, calls for a clearer understanding of its implementation in digital environments. This study presents a systematic literature review of research published between 2000 and 2024 on digital tools for the personalized education of gifted students. Following the PRISMA guidelines, a comprehensive search was conducted in SCOPUS and Web of Science, yielding 257 initial records. After applying inclusion and exclusion criteria, a final corpus of 55 studies was analyzed through temporal, geographic, educational, and curricular perspectives. Thematic coding was also applied. The results show a marked increase in publications after 2020, with the United States and Russia as leading contributors, and a predominant focus on secondary education and STEM/STEAM disciplines. Across studies, digital tools were found to support personalization by fostering autonomy, creativity, collaboration, and advanced cognitive skills, though significant challenges remain in terms of equity, teacher training, and data security. Following this review, we conclude that although digital tools hold substantial promise for advancing personalized learning, their broader implementation requires integrative and context-sensitive strategies. |
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