This study examined the effects of individualised learning on academic learning strategies among Higher education students in West Bengal. In response to varied student profiles and rapidly evolving academic contexts, personalised learning—which emphasises learner autonomy, individual needs, and adaptable teaching strategies—has become a prominent educational paradigm. The review emphasised how self-regulation, inspiration, and active engagement are fostered by individualised learning techniques, which impact students' deep, superficial, and strategic learning approaches. Conventional teacher-centred pedagogies, examination-oriented practices, and sociocultural expectations still shape students' learning habits in West Bengal. However, there is potential to revolutionise academic learning techniques through the progressive integration of learner-centred pedagogies, flexible curriculum, and technology-enabled individualised learning. The study highlighted how, when matched with students' institutional and cultural contexts, individualised learning may promote critical thinking, deeper knowledge, and autonomous learning. This conceptual study emphasised the importance of striking a balance between conventional educational principles and creative, individualised techniques to improve learning outcomes by synthesizing available material. The results indicated that to promote meaningful and long-lasting academic learning techniques among West Bengal higher education students, context-sensitive, individualised learning implementation is crucial.