ABSTRACT
The readiness of educators to implement Personal Learning Environments (PLEs) is a critical aspect of their success in higher education. While research has explored various roles of educators within PLEs, such as moderators, conveners, collectors, and salespersons, and the challenges they face, there remains a lack of comprehensive understanding of teacher readiness in the context of Culturally Responsive Teaching (CRT) in PLEs. Moreover, existing literature lacks a well-defined, unified framework or guidelines that address the multifaceted nature of teacher readiness within CRT-guided PLEs. This study aims to bridge this research gap by providing guiding principles for teacher readiness in CRT-PLEs, thereby contributing to the advancement of personalized learning in tertiary education. By exploring the interplay between educators’ roles, competencies, and the broader implications of CRT, the proposed principles offer a comprehensive approach to understanding and promoting teacher readiness for successful PLE implementation in diverse educational contexts.
