The Personal Learning Environment of Female Gifted Students in Light of the Three C's Concept

Abstract

The study aimed to identify the reality of the personal learning environment of gifted students and to detect the most important strategies they practice to interpret them in light of the three C's concept for teaching the gifted. The researcher adopted the qualitative approach, a case study. The study comprised (5) gifted female students who were under observation and were interviewed for a long period. The two tools of the analysis were verified for validity and reliability. The results were analyzed objectively. The foremost findings the researcher came up with were as follows: There were differences in personal learning environments concerning the tools, but they were closer to the guided personal learning environment. They all showed a high level of digital competence. The results also revealed that the most important strategies the gifted practiced were four: self-identity, thinking skills, building relationships with others, and community services. These were interpreted in light of the three C's model, which bolsters building positive relationships with others, develops higher thinking skills, supports compassion and community services, and finally supports mercy creation. In light of such results, the researcher presented some recommendations.