Personalization in Higher Education: Exploring Learning Experiences and Implications in an Entrepreneurship and Innovation Space in Teacher Training

This study investigates the impact of personalization in teacher training through an intensive “Entrepreneurship and Innovation Space in Education” week for first year pre-service teachers (PSTs). Employing a qualitative approach, the research analyzes PSTs’ experiences during this week, focusing on learning gains, perceived personalization aspects, and professional identity development. Findings reveal that personalization elements were generally viewed favorably and contributed to a positive learning environment. Notably, PSTs’ professional identities strengthened with innovative tendencies, with sub-identities emerging as pedagogical/didactic experts, disciplinary experts, and inclusive educators. The study’s findings hold implications for both teacher training program enhancement and future academic campus design. At the micro level, the results can inform decisions on incorporating personalized, innovative learning experiences. At the macro level, they suggest characteristics needed in future academic campuses, where entrepreneurial and innovative features are integrated into the personalization processes for PSTs, emphasizing choice, customization, and professional meaning-making.