Personalized learning has gained significant attention in higher education as it promotes accessibility, personalization, and learning engagement. However, the implementation of PLE in higher education was slow due to the lack of frameworks and guidelines to facilitate collaboration among key stakeholders. Our previous research has developed a Social, Policy, Education and Technology (SPET) framework for PLEs to tackle the challenges. However, the SPET framework overlooked the potential negative consequences of exclusion and inequity caused by PLEs. To address these concerns, we propose integrating Culturally Responsive Teaching (CRT) into the SPET framework. CRT is an approach that aims to incorporate cultural differences, diversity, and learners' knowledge and experiences into teaching practices. The Culturally Responsive Teaching-guided SPET (CRT-SPET) framework offers a new approach to promoting diversity, equity, inclusion, and access in PLEs, which can help foster greater learner autonomy and success in higher education.