Engaging in student-centred pedagogy and embedding personalised learning in the current setting of higher education institutions are challenging, especially for large class courses with diverse student backgrounds. These challenges include the complexities encountered by educators in terms of evaluating individual learners’ needs and assessing their ever-changing learning progress throughout their ongoing learning journey, as well as the difficulties encountered by some learners in terms of identifying their learning gaps and being actively engaged with well-focused and self-directed learning. In this work, we propose a Guided Personalised Learning (GPL) model, specifically designed to facilitate effective interactions between educators and learners. The GPL model empowers learners to develop their tailored learning plans, while enabling educators to adapt their teaching and embrace student-centred pedagogy to address the diverse learning needs of students in the same classroom. We showcase the implementation of the GPL model in three undergraduate engineering modules, spanning both UK and TNE contexts. The GPL model echoes the QM Active Curriculum for Excellence (ACE) education approach and aims to foster a more inclusive, supportive and responsive educational environment, where personalised learning becomes an effective and essential part of the academic journey.