Individualisation, Differentiation, and Personalisation of Learning in Slovenia: some Historical and Conceptual Aspects

Damijan Štefanc

Summary:  This article examines the development and conceptualisation of the individualisation and differentiation of instruction and personalisation of learning in Slovenian and Yugoslavian educational theory from the middle of the 20th century to the present day. It highlights the most important developments in instructional approaches dealing with student diversity, focussing on the contributions of France Strmčnik, a prominent Slovenian didactician. Strmčnik’s work on flexible differentiation is at the centre of the discussion, as he advocated for differentiation measures that balance common educational goals with individualised learning paths. The article traces how these principles have influenced Slovenian educational policy and practice, especially after Slovenia’s independence in 1991. The concept of individualisation explored in the article involves adapting instruction to students’ individual differences without fragmenting the collective educational experience. Differentiation is discussed as an organisational measure to support individualisation by dividing students into groups according to characteristics such as learning abilities, interests or motivations. The article also criticises the shift towards the personalisation of learning, a concept that has gained prominence in recent years. While personalisation promises to increase student engagement through tailored learning experiences, it also raises concerns about shifting responsibility for learning outcomes primarily to students, potentially exacerbating educational inequalities.