This study examines the implications of identity-based personalized art education by analyzing the concepts of ‘personalization’ and ‘identity’ as emphasized in the 2022 Revised National Curriculum of Korea. Through curriculum document analysis, the study identifies a discrepancy between the general curriculum and the subject-specific art curriculum in their interpretation of personalization. It also explores the developmental approaches to identity across different school levels, thereby suggesting multiple meanings of personalized art education. Based on the findings, the study proposes the following: first, identity-based personalization in art education requires a curriculum reconstruction that integrates the continuity and hierarchy of identity across developmental stages. Second, designing art education that embraces both learners’ internal structures and their social contexts can broaden the meaning of personalization. Third, since personalized education assumes the design of learning experiences tailored to learners’ interests, levels, and learning pace, the elementary art curriculum must extend beyond generalized goals and include pedagogically grounded content and methods that support individual identity development.
LEE et al. (2025) studied this question.