Introduction

Personal Learning Environments (PLEs) that utilize Culturally Responsive Teaching approaches and learner autonomy represent a shift in the education paradigm, garnering increasing attention across various domains in higher education (Sun et al., 2023; Xu et al., 2020). In this book, PLEs transcend mere technical platforms, emerging as a holistic educational paradigm that integrates digital literacy, conceptual learning spaces, and pedagogical processes. They empower learners with autonomy and ownership over their lifelong learning journey, leveraging advanced information technology to optimize engagement and educational outcomes. Previous research has already indicated that PLEs have the potential to integrate formal and informal learning within the higher education context (Dabbagh & Kitsantas, 2012; Reigeluth et al., 2015; Watson et al., 2008). Nevertheless, higher education possesses its own distinct objectives, prerequisites, and regulations, while PLEs adhere to their own set of principles, characteristics, and guidelines, some of which may conflict with one another (see Table 0.1). Consequently, the implementation of PLEs in formal higher education settings has encountered formidable challenges and substantial criticism.