The SERNA Conceptual Standard for Adaptive Learning Systems in Education: Definitions, Relationships, and Theoretical Integration (SCS-ALS)

Adaptive Learning Systems (ALS) represent a transformative shift in educational technology, yet the field is characterized by significant terminological fragmentation and conceptual overlap between "personalization," "differentiation," and "adaptivity." This document presents the SERNA Conceptual Standard for Adaptive Learning Systems (SCS47), a unified theoretical framework designed to standardize definitions and model the causal pathways of technology-enhanced adaptive instruction. SCS47 establishes 12 canonical terms (SCS47-T01 through T12) that strictly differentiate between macro-level and micro-level adaptivity, and the roles of learner models, domain models, and pedagogical engines. The standard introduces the Cognitive-Adaptive Loop (CAL) model, which incorporates 10 testable hypotheses (SCS47-H01 through H10) mapping the bi-directional relationships between learner characteristics, system interventions, and learning outcomes. By resolving 8 documented field inconsistencies—such as the "Adaptivity vs. Adaptability" debate—SCS47 provides a rigorous foundation for cumulative science in educational technology, facilitating the development of more effective, data-driven adaptive environments that optimize the Zone of Proximal Development.