INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND BUSINESS MANAGEMENT (IJSSBM) (e-ISSN: 3009-0091) (Vol.01, ISSUE 01, 17-27) 17 A STUDY ON THE CHARACTERISTICS OF INDIVIDUALIZED ENGLISH LEARNING IN HIGHER VOCATIONAL COLLEGES Pan Rui 1 , Aznan Che Ahmad 1 , Liu Bin 2* 1 Faculty of Education and Liberal Studies, City University Malaysia 2 Shandong Urban Construction Vocational Collage INTRODUCTION The Third UNESCO World Conference on Higher Education (WHEC2022) was held in Barcelona, Spain. The conference aims to "reshape the concept and practice of higher education to ensure the sustainable development of the earth and mankind" (2022) and advocates promoting the diversification of higher education and establishing flexible learning approaches. For college students, it is inappropriate to rely on previous teaching ideas to guide students. Students in the new era need a greater interest in learning, give full play to their subjective consciousness, and explore and innovate in the learning process. According to the formula of the Ministry of Education of China (2021), up to now, more than 20 vocational colleges in China have been upgraded to vocational, undergraduate colleges, indicating that undergraduate-level vocational education has begun to be promoted. By 2025, the enrollment scale of vocational, undergraduate education will not be less than 10% of that of higher vocational education. The expansion of enrollment in higher vocational education and the promotion of the integration of vocational, undergraduate education into the existing bachelor's degree work system indicate that China has begun to promote the vertical integration of vocational education at different levels, promote the horizontal integration of different types of education, and ensure the implementation of the training objectives of vocational education talents at the undergraduate level. PROBLEM STATEMENT The expansion of higher vocational education will inevitably increase the number of students （Lu, 2020）. Nowadays, the entrance channel of higher vocational education in China has changed from the single way of college entrance examination in the past summer to multiple channels such as the spring college entrance examination, independent enrollment, and comprehensive evaluation. With the implementation of the next step of vocational education reform and enrollment expansion policy, the level difference of higher vocational students will further increase, and the personal foundation of college students will be uneven. Such changes will certainly bring new challenges to English teaching in higher vocational education in the future. From the perspective of learning methods, teachers are the main part, and students are the auxiliary part. The English curriculum in higher vocational colleges continues the previous model. Most students follow the pace of English teachers as always. They do not realise that learning depends on their own initiative, so they are still in a passive position in the learning process, which limits the initiative, creativity and sustainability of students' learning. Faced with such a background, the traditional teaching model has been unable to meet the learning needs of vocational students, and English courses are no exception. Students' desire for personalised learning ARTICLE HISTORY Received: 15062023 Revised: 17062023 Accepted: 31072023 KEYWORDS Vocational School English Individualisation Learning Characteristics ABSTRACT – With the diversity of intake, the level of students tends to differ more. With the development of information technology, traditional teaching methods can no longer meet the requirements of learning. Promoting personalised learning is the direction of future teaching reform. This study investigated and analyzed the characteristics of individualized English learning. The results show that higher vocational students already have obvious characteristics of personalised learning, and the difference of student foundation will have a certain impact on the learning characteristics. It is imperative to implement the reform of personalised learning in higher vocational teaching in the future. This research can provide useful reference for higher vocational education reform and help relevant teaching workers to design more reasonable personalised learning programs.