International Journal of Research in English Education

en AI–Supported Personalized Learning in Education: A Systematic Review and Human-Centered Conceptual Framework (2019–2026) AI–Supported Personalized Learning in Education: A Systematic Review and Human-Centered Conceptual Framework (2019–2026) عمومى General پژوهشي Research Objective: The present systematic review synthesizes peer-reviewed research published between 2019 and 2026 to examine how personalized learning has been conceptualized, implemented, and redefined within AI-supported educational environments. Methods: Following the PRISMA 2020 guidelines, relevant studies were systematically identified across four major academic databases (Scopus, Web of Science, IEEE Xplore, and ERIC) and analyzed to explore conceptual definitions, technological innovations, pedagogical applications, ethical considerations, and emerging research directions. In addition to synthesizing established evidence, the review incorporates recent advances in generative AI, learning analytics, explainable AI, multimodal learning environments, and human–AI collaboration, thereby extending previous reviews and providing a more contemporary understanding of AI-enhanced personalized learning. Results: The findings demonstrate that personalized learning is increasingly evolving toward intelligent, adaptive ecosystems in which educators and AI systems operate as complementary partners to support individualized learning while maintaining human oversight and pedagogical integrity. Despite substantial technological progress, persistent challenges (including conceptual ambiguity, algorithmic bias, data privacy, transparency, equitable implementation, and teacher preparedness) continue to limit widespread adoption and effectiveness. Building upon the synthesized evidence, this review proposes an Integrated Human-Centered AI Personalized Learning Framework that unifies the essential pedagogical, technological, and ethical dimensions of personalized learning into a comprehensive conceptual model. Conclusion: Overall, AI-supported personalized learning has progressed from an emerging educational innovation to a strategically important component of contemporary education. Its future success will depend not only on advances in AI but also on the quality of collaboration among educators, learners, institutions, and policymakers.   Objective: The present systematic review synthesizes peer-reviewed research published between 2019 and 2026 to examine how personalized learning has been conceptualized, implemented, and redefined within AI-supported educational environments. Methods: Following the PRISMA 2020 guidelines, relevant studies were systematically identified across four major academic databases (Scopus, Web of Science, IEEE Xplore, and ERIC) and analyzed to explore conceptual definitions, technological innovations, pedagogical applications, ethical considerations, and emerging research directions. In addition to synthesizing established evidence, the review incorporates recent advances in generative AI, learning analytics, explainable AI, multimodal learning environments, and human–AI collaboration, thereby extending previous reviews and providing a more contemporary understanding of AI-enhanced personalized learning. Results: The findings demonstrate that personalized learning is increasingly evolving toward intelligent, adaptive ecosystems in which educators and AI systems operate as complementary partners to support individualized learning while maintaining human oversight and pedagogical integrity. Despite substantial technological progress, persistent challenges (including conceptual ambiguity, algorithmic bias, data privacy, transparency, equitable implementation, and teacher preparedness) continue to limit widespread adoption and effectiveness. Building upon the synthesized evidence, this review proposes an Integrated Human-Centered AI Personalized Learning Framework that unifies the essential pedagogical, technological, and ethical dimensions of personalized learning into a comprehensive conceptual model. Conclusion: Overall, AI-supported personalized learning has progressed from an emerging educational innovation to a strategically important component of contemporary education. Its future success will depend not only on advances in AI but also on the quality of collaboration among educators, learners, institutions, and policymakers. Keywords: AI, personalized learning, human centered AI, intelligent tutoring systems, learning analytics, customized learning, personalized adaptive learning, systematic review AI, personalized learning, human centered AI, intelligent tutoring systems, learning analytics, customized learning, personalized adaptive learning, systematic review 40 49 http://ijreeonline.com/browse.php?a_code=A-10-1037-12&slc_lang=en&sid=1 Hossein Isaee Hossein Isaee Email: hossein_isaee@yahoo.com 10031947532846004101 10031947532846004101 Yes Department of English Language, Am.C., Islamic Azad University, Amol, Iran. Department of English Language, Am.C., Islamic Azad University, Amol, Iran Hamed Barjesteh Hamed Barjesteh Hamed.Barjesteh@iau.ac.ir 10031947532846004102 10031947532846004102 No Department of English Language, Am.C., Islamic Azad University, Amol, Iran. . Department of English Language, Am.C., Islamic Azad University, Amol, Iran Volkan Duran Volkan Duran volkan.duran8@gmail.com 10031947532846004103 10031947532846004103 No Psychology Department, Iğdır University, Türkiye. Psychology Department, Iğdır University, Türkiye Ma Rosella Rapsing Ma Rosella Rapsing mrdrapsing@astean.biscast.edu.ph 10031947532846004104 10031947532846004104 No Department of English Language Teaching, Bicol state College of Applied Science and technology, Naga City, Philippines. . English Language Department, Bicol state College of Applied Science, Naga City, Philippines Hamehnaz Gholipour Hamehnaz Gholipour Hamehnazgholipour@gmail.com 10031947532846004105 10031947532846004105 No Department of English Language, Am.C., Islamic Azad University, Amol, Iran. Department of English Language, Am.C., Islamic Azad University, Amol, Iran.