Thesis abstract:

«p»This study investigates the evolving role of personalisation in education governance amidst the rapid educational technology (EdTech) iteration shaping today's educational landscape. The discussion of personalisation in education has a long history, and its role has never been merely a paedagogy to meet students' unique needs. Influenced by neoliberal ideologies, personalisation is also perceived as a political tool to enhance public service capabilities, fostering a flexible governance framework that encourages empowering, competition and marketization among stakeholders. Nowadays, EdTech like adaptive learning, big data, AI, and augmented reality are not just possibilities but realities that are reshaping the delivery of personalised education, efficiently catering to the unique preferences and pace of learners. While the practical effects and ethical issues of this shift are hotly debated topics, the role of technology-related personalisation in education governance remains unclear. In particular, EdTech marks a resurgence of the interweaving of personalisation, technologies and behavioural science. Future education governance may incline towards a ‘machine behaviourism’ model. However, a thorough analysis is still lacking on the use of personalisation within education governance practices, and its potential opportunities and impacts. Therefore, the primary goal of this study is to understand the role of personalisation, driven by rapid technological advancements, including AI, in education governance.«/p»