ABSTRACT Today, digital tools are transforming educational processes, and teachers play a critical role in this transformation. Within this transformation, online education strategies and personalised learning models have the potential to provide flexible and individualised learning experiences. In this study, online education does not refer to fully online or distance education; rather, it refers to face‐to‐face instruction enriched with digital tools and online instructional strategies. However, there is a significant gap in the literature regarding the mediating role of teachers and how they pedagogically construct digital tools in instructional processes. In particular, more research is needed on the pedagogical use of digital technologies and their integration into personalised learning. Accordingly, this study aims to analyse how teachers supported by digital tools construct personalised learning in line with online education strategies and the mediating role they assume. The findings indicate that supporting teachers with digital tools strengthens the effect of online education strategies on personalised learning. However, limitations such as insufficient technical infrastructure and the risk of distraction in digital environments were also identified. In this study, personalised learning refers to the adaptation of learning content, learning pace, instructional processes, and assessment practices according to individual student needs. Online education strategies were found to support student‐centered approaches and flexible learning environments. Rather than framing online learning as inherently modern or traditional learning as outdated, the findings emphasise student‐centered and process‐oriented pedagogical approaches. The study highlights the importance of pedagogically balanced strategies and teacher training for effective digital integration.
Varlık et al. (Wed,) studied this question.