Volume Two - Academic Conferences

6. Conclusion and recommendations
Zaffar Ahmed Shaikh and Shakeel Ahmed Khoja
This study provides teachers’ personalized learning skills ranked on highly desirable scale. The results
suggest that apart from teachers’ skills, nature and complexity of their tasks are the key issues
while guiding students forming a PLE. The importance of the skills and competencies may vary depending
on the education environment particularly related to the personalized learning model being
implemented. It was concluded that teachers do not necessarily require excelling in all the skills proposed
by this study, however, they need to become involved with the relevant skills set and show
their willingness to change; they will then develop and become entrenched in these new fields of
learning. Additionally, it is also concluded from the results of this study that all these skills should be
considered in the curriculum for staffing and training of teachers.
The recommendations that could be made based on the results of this research are: (a) teachers
need to become involved with the skills; they will then develop and become entrenched, (b) teachers
who adopt personalized learning in their pedagogies and practices may be rewarded at institutional
and management level, (c) courses that emphasize on forming students’ PLEs may be offered to students
so often, (d) teacher training programs may incorporate the skills set identified by this study as
a framework, and (e) teachers are offered to learn in environments similar to those we expect our students
to learn in.
Further research might identify the level of knowledge, skills, and attitude needed for different types of
learning pedagogies and for the different instructional delivery models. Furthermore, research is also
needed to identify the knowledge, skills, and attitude making up these personalized learning skills and
competencies of teachers. More specific teacher training programs could be offered that target the
perceived knowledge, skills, and attitude required of these skills set. In addition, research that determines
the level of skill mastery needed for the different competencies may also be carried out. Due to
the rapid changes in educational and communication technologies, it is recommended that repeated
studies are required that identify teachers’ skills for PLEs.
Acknowledgements
The researchers would like to extend their gratitude to the participants’ of this Delphi study who have
made this project possible.
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