Didactic Principles And Methodological Foundations Of Individualized Instruction

Abstract

Individualized instruction—teaching that systematically adapts goals, content, pacing, assessment, and support to each learner—has re-emerged as a core paradigm in contemporary education. While its promise is widely acknowledged, educators still face conceptual and design challenges when moving from general advocacy to classroom enactment. This article develops an integrated account of individualized instruction by clarifying its didactic principles and translating them into a coherent methodological foundation usable across subjects and levels. Using a design-based conceptual synthesis that draws on sociocultural learning theory, mastery learning, universal design for learning, formative assessment, self-regulated learning, and learning analytics, the study articulates how learner profiles, adaptive pathways, scaffolding, and feedback cycles interact to yield measurable learning gains. The paper proposes an operational model aligning aims, evidence, and tasks through backward design and explains how to calibrate difficulty and support within each learner’s zone of proximal development while preserving curricular integrity. Practical implications include structuring diagnostic entry points, sequencing micro-targets, orchestrating multimodal resources, and deploying formative data to guide timely interventions without fragmenting the learning community. The discussion situates individualized instruction relative to differentiation and personalization, addresses teacher workload and equity concerns, and outlines governance for responsible data use. The article concludes with guidance on evaluating impact through mastery criteria, growth measures, and metacognitive indicators, establishing a roadmap for evidence-informed implementation in schools and universities.