Personalised Education Starts with Relationship: Theoretical and Research Insights into the Teacher-Student Dynamic

Abstract

Personalised education is a category probably widely known in academia, especially in the pedagogical community. However, there have been few publications dealing with this topic that focus on reflecting its origins and constitutive features. It therefore seemed necessary to gain a broader perspective and provide a more in-depth description of personalised academic education. This article explores the theoretical foundations of this approach to the educational process, drawing on a review of the relevant literature. It also presents the findings of a study conducted in 2024 at the Jagiellonian University in Cracow (Poland). In this article, the authors decided to select and describe the characteristics of the relationship between academic teachers and students that emerged from empirical research. To gather perspectives on personalised academic education and how it is understood, individual in-depth interviews and focus group discussions were conducted. The study involved six members of the university's management staff, 15 academic teachers, and 27 students, and was based on qualitative research methodology. Within the context of personalised academic education, several key categories emerged – most notably: attention to learners' individual needs, the personalised nature of teaching, and a specific, student-centred attitude among educators. The importance of the teacher-student relationship was emphasised as the most essential aspect of personalised education. The research highlighted the qualities that academic teachers should possess in order to effectively engage with students in the spirit of this approach. According to the findings, the quality of the teacher-student relationship plays a crucial role in creating an environment conducive to holistic and integral student development.