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This study examines individualized teaching, personalized learning, and adaptive learning within the framework of constructivist pedagogy in higher education. The aim is to systematically analyze and map conceptual and empirical literature published between 2019 and 2026 to identify dominant research trends, methodological approaches, and key findings related to student-centered instructional models. A systematic mapping review was conducted using a structured research matrix aligned with PRISMA guidelines to map and compare existing studies on the selected concepts. The analysis focused on how individualized, personalized, and adaptive approaches are operationalized in higher education practice and how they contribute to student-centered learning environments. The findings indicate that although these approaches are widely discussed in the literature, they are often conceptually fragmented and inconsistently defined across studies. Several research gaps were identified, particularly regarding the integration of technological and pedagogical dimensions and the lack of coherent conceptual frameworks that connect the three approaches. Based on a synthesis of the findings, the study proposes directions for future research and suggests developing a more integrated conceptual orientation for student-centered teaching in higher education. Building on these patterns, the Transformative-Dynamic Learning and Teaching Approach (TDLTA) is introduced as a potential framework for further theoretical refinement and empirical validation.
Luketić et al. (Tue,) studied this question.