The iClass model has been developed as a direct response and corrective to the changing needs of both educators and students in this postmodern/ digital era. In today’s global economy and labor market scenario, iClass emphasizes the importance of personalized learning to reach Europe’s educational goals (as stated in the Lisbon’s Objective of 2000), as well as for personal well-being.

Among the basic questions confronting the development of iClass, the model we present underscores the importance of issues such as the decline of rational, strategic and mindful thought processes by insisting on the need for developing self-regulated reflective learners who are able to make informed choices and plan their learning process according to their own needs, interests and preferences.

By developing adequate tracking, profiling and matching capabilities, ICT can materialize the dream of several generations of educators and thinkers. In this paper we argue that the development of a system geared towards the personalization of learning must be accompanied by the development of a set of pedagogical methodologies on three levels. However, since the realization of the SRPL goals in European schools depends to a large extent on the usability of the pedagogical methodologies, the major effort for future development based on SRPL will have to focus on refining and further operationalizing them based on the evaluation of pilot experiments with teachers in schools.