LEARNING STYLES AND LEARNER DIVERSITY CONTEMPORARY PERSPECTIVES FOR HIGHER EDUCATION

Abstract

Learning styles and individual differences have received considerable attention in higher education because of their potential to explain variations in students' learning experiences and outcomes. This review examines the conceptual foundations of learning styles, major theoretical models, their relevance to higher education, and their implications for teaching and learning. Individual differences, including cognitive abilities, prior knowledge, affective characteristics, and sociocultural factors, significantly influence students' engagement with educational experiences. Prominent models such as Kolb's Experiential Learning Theory, the VARK model, and Honey and Mumford's framework are discussed to understand their contributions to educational practice. Although these models have increased awareness of learner diversity and encouraged reflective learning, contemporary research provides limited empirical support for matching instruction to learners' self-reported learning styles. The review also considers the assessment of learning styles and highlights concerns regarding their reliability, validity, and ethical use in educational settings. Greater emphasis is placed on evidence-based approaches that acknowledge learner variability through inclusive, multimodal, and flexible instructional practices. The findings suggest that higher education should move beyond rigid learning style classifications and instead promote metacognition, self-regulated learning, Universal Design for Learning principles, and diverse teaching strategies that support the success of all learners.

Keywords