Personalised Curriculum as a Pathway to Inclusive Education: Comparative Insights from the Czech Republic and Sweden
Personalised Curriculum as a Pathway to Inclusive Education: Comparative Insights from the Czech Republic and Sweden

Summary/Abstract: The concept of a personalised curriculum represents a strategic framework for advancing inclusive education, particularly in addressing the diverse needs of learners with special educational requirements. Drawing on comparative analysis of curriculum models in the Czech Republic and Sweden, the study examines structural and pedagogical mechanisms that facilitate individualised learning pathways. The Czech approach is defined by a dual-level curriculum system with explicit support measures, including minimum recommended learning outcomes tailored to students with mild intellectual disabilities. In contrast, the Swedish model emphasises decentralisation, learner autonomy, and flexible instructional environments, underpinned by national values of equity and democratic participation. Key dimensions of effective personalisation—such as learner agency, differentiated pacing, formative assessment, and contextual responsiveness—are identified as critical to fostering inclusive learning environments. The findings highlight the necessity of professional competence among educators and institutional readiness to implement adaptive curricular strategies that promote equity and engagement across diverse student populations.

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