Personalisation of the teaching process has become an increasingly relevant topic in modern education. It is influenced by a range of factors, including technological development, innovative pedagogical approaches, and the growing diversity of student populations. Among the key elements for achieving personalisation is the concept of learning styles—frameworks that describe how individuals prefer to learn, process, and understand information. According to these theories, each learner demonstrates a dominant style or combination of styles that can inform instructional design.

This paper explores the use of Honey and Mumford’s learning styles model in redesigning the Business Process Analysis course, a core subject for students of information and software engineering. The course is taught at the Faculty of Informatics and Digital Technologies, University of Rijeka (Croatia).

The study pursues two main objectives: (1) to identify the dominant learning styles among informatics students using the Honey & Mumford questionnaire (80-item inventory), and (2) to propose a corresponding redesign of the teaching process that better aligns with these styles.

The findings were used to develop a more diversified instructional model, offering a range of teaching materials and activities aimed at increasing student motivation, engagement, and development of practical skills. The paper further discusses how individual learning style identification can serve as a foundation for personalising educational experiences.

The scientific contribution of this study lies in linking learning style profiles with targeted teaching strategies, opening up possibilities for future integration with predictive analytics and adaptive learning systems in STEM education.

Keywords: Learning styles, Honey and Mumford, personalised learning, engineering education, instructional design, student engagement.