Aulas sin fronteras: estrategias adaptativas para personalizar el aprendizaje en bachillerato

Rosa Virginia  Quito Cando; Victoria Carolina  Padilla Morales; Diana Yamilet  Acosta Loor; Charo Marisol  Fuentes Samaniego

doi:10.59169/pentaciencias.v8i2.1817

Authors

Rosa Virginia Quito Cando Unidad Educativa Catalina Cadena Miranda https://orcid.org/0009-0004-7415-7649
Victoria Carolina Padilla Morales Investigador Independiente https://orcid.org/0009-0002-3369-2413
Diana Yamilet Acosta Loor Investigador Independiente https://orcid.org/0009-0000-3736-6389
Charo Marisol Fuentes Samaniego Unidad Educativa Catalina Cadena Miranda https://orcid.org/0009-0005-7947-0279

DOI:

https://doi.org/10.59169/pentaciencias.v8i2.1817

Keywords:

personalized learning; adaptive strategies; secondary education; differentiated instruction; formative assessment; student autonomy

Abstract

Secondary education permanently faces the challenge of serving student populations with profoundly heterogeneous learning rhythms, styles, and needs. In this scenario, adaptive strategies emerge as a pedagogical response capable of personalizing instruction without sacrificing curricular coherence. This article aims to identify and systematize effective adaptive teaching strategies for secondary education that enable teachers to address student diversity, improve learning outcomes, and develop autonomy through personalized and flexible approaches. A mixed design was employed: a systematic literature review (2020-2025) complemented by the analysis of empirical data from three Ecuadorian secondary institutions. The systematic search across Scopus, Web of Science, ERIC, SciELO, and Redalyc yielded 46 relevant studies after applying inclusion and exclusion criteria. Results show that Universal Design for Learning (UDL), the flipped classroom, project-based learning, and continuous formative assessment are the strategies with the greatest empirical support, with effect sizes ranging from g = 0.43 to g = 0.64. The synergistic integration of these strategies, mediated by contextualized educational technologies and the strengthening of teacher and student metacognition, produces sustained improvements in academic performance and learner autonomy. It is concluded that effective personalization requires not only a diverse methodological repertoire but also institutional conditions, specific teacher training, and formative assessment frameworks that sustain pedagogical flexibility.

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