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Technology is an increasingly omnipresent and rapidly changing component of today’s world. As a result, there is an urgency to develop talent in the field of computer science (CS). The purpose of this article is to examine ways that educational systems can develop students’ talents to fill the need for skilled CS professionals. We provide an overview of the talent development megamodel as an exemplar of talent development frameworks and discuss ways to tailor it to fit CS talent trajectories. We describe three key components in a CS talent trajectory: early access to materials and programs; support from mentors; and the development of psychosocial skills. We introduce a proposed model, the computer science talent development model (CSTDM), for finding and developing talents in computer science in K–12 settings. CSTDM includes advanced STEM learning opportunities beginning in middle school, a focus on the development of psychosocial skills, and guidance for students regarding STEM career development.

The focus of this article is on the development of expertise in interpreting literature within English Language Arts (ELA). Experts and novices differ significantly in how they approach problems and acquire information, with experts demonstrating more sophisticated pattern recognition, nuances, and conceptual understandings and approaches than novices. The domain-specific nature of expertise necessitates deliberate practice and intentional support in developing disciplinary knowledge. In this conceptual article, we integrate understandings from the talent development and gifted education literature, the learning theory and development of expertise literature, and the literary analysis field to explore the following questions: (a) Why is the development of ELA expertise important? (b) What skills do ELA experts possess that need to be cultivated in novices? (c) What are the pedagogical implications and practices necessary for enhancing ELA talent and developing expertise across the lifespan?

Objectives The purpose of this study is to analyze the impact of a gifted education program on science interest and scientific attitudes among elementary and middle school students. Methods A total of 130 students from 5th grade in elementary school to 9th grade in middle school in the Gyeonggi region participated in the STEM+I gifted education program. Pre- and post-surveys were conducted to measure changes in students' interest in science and their scientific attitudes. Data from 111 students were used in the final analysis. Results Students who participated in the STEM+I program showed overall positive changes in their interest in science and scientific attitudes. First, there was a significant increase in interest in science itself. Notably, the science interest of female students increased significantly, eliminating the gender gap that was present before the program. Second, there were significant improvements in curiosity, openness, task commitment, and creativity, particularly among female students for openness, cooperation, and creativity, and among middle school students for curiosity, openness, cooperation, and task commitment. Conclusions This study demonstrates that gifted education programs have a positive impact on general students' interest in science and scientific attitudes. This provides important evidence for the potential applicability of gifted education programs to general students and the need for diverse educational approaches.

Objectives This study investigated the differences in overexcitability, grit, and creative self-efficacy between gifted and general students based on their preferences for art subjects. Methods The study involved 77 gifted students and 43 general students in Seoul and Daejeon. The statistical analysis utilized SPSS 27, employing frequency analysis and multivariate analysis of variance (MANOVA) based on art subject preference. Results Results indicate that, compared to general students, gifted students who prefer art subjects exhibit significantly higher levels of overexcitability and creative self-efficacy. Furthermore, when comparing gifted students and general students based on their art subject preferences, overexcitability, grit, and creative self-efficacy all show significant differences. Conclusions These results suggest a correlation between art subject preference, overexcitability, and creative self-efficacy, emphasizing the interrelated nature of giftedness, overexcitability, grit, and creative self-efficacy.

Universities aspire to comply with the Law and serve high intellectual ability (HIA) students in an attempt to improve equity and inclusion. The objective of this study is to identify the institutional structure of resources and support actions for university students with high intellectual abilities, in the case of Spanish public universities. The study method used is exploratory documentary research. It consists of the collection and analysis of information, extracted through a questionnaire, from the content of the web pages of the 50 public universities. The results show that more than half of the supports and actions are structured within the student Vice-Rectorships and in Units called diversity or inclusion. Only one tenth of Universities makes explicit reference to HIA students, although one university in three (34%) does indicate having specific programs or actions. An effort is recommended in personalized tutoring and involving HIA students in research projects, while offering training and support to teachers.

The current paper aimed to estimate the network structure of general psychopathology (internalizing and externalizing symptoms/disorders) among 239 gifted children in Jordan. This cross-sectional study with a convenience sampling method was conducted between September 2023 and October 2024 among gifted children aged 7-12. The Child Behavior Checklist (CBCL) was employed to assess six symptom clusters: conduct problems, attention-deficit/hyperactivity disorder (ADHD), and oppositional defiant problems as externalizing symptoms, and affective problems, anxiety issues, and somatic complaints as internalizing symptoms. We used the network analysis perspective by graphical least absolute shrinkage and selection operator (gLASSO) and the Extended Bayesian Information Criterion (EBIC). These methods were used to determine network structure and important nodes in the estimated network. "Sleeps less" (centrality strength = 2.04, edge weight = 0.33) was the central symptom in the affective cluster. In contrast, "worries" (centrality strength = 1.89, edge weight = 0.28) and "headaches" (centrality strength = 2.35, edge weight = 0.41) were pivotal in the anxiety and somatic clusters, respectively. The findings suggested that these symptoms had critical roles in the context of the general psychopathology among gifted children. Accordingly, the mentioned symptoms should be assessed and targeted among gifted children. Future studies could evaluate the results of targeting these symptoms on gifted children's well-being and daily functions.

The scientific literature and previous research show that families of gifted children tend to compensate for the deficits in meeting the educational needs of the group, making use of a multitude of resources and extracurricular activities. The objective of this study is to quantify and measure the amount of these curricular activities and their impact on the quality of life of families of gifted children compared to families of non-gifted children. The methodology is a survey experiment involving 160 families in Seville: 80 families with gifted children (experimental group) and 80 families with non-gifted children (control group). The results show that gifted children attend almost twice as many extracurricular activities per week as their non-gifted peers, and the cost to their families is four times higher. This is perceived by mothers of gifted children as detrimental to their quality of life and overburdens their free time, as measured by the GENCAT and ZARIT scales.

The high moral development shown by adolescents with High Intellectual Abilities is a characteristic attributed to them as it is considered to be related to their cognitive and reflective capacity. The aim of this study is to explore the significant differences in the level of moral development of students with High Intellectual Abilities compared to students who do not have them. For this purpose, an ex-post facto type of research was designed, applying the Socioemotional Problems Questionnaire (DIT) to a sample of 200 adolescents from Seville between 14 and 16 years of age, looking for significant differences between the two groups. The results show that the high cognitive capacity of gifted adolescents is usually associated with a greater capacity for reflection, which leads them to produce opinions on moral and ethical values that are more deeply rooted, and to manifest a higher sense of justice than the other adolescents.

Educational policies for the care of students with high intellectual abilities have improved the processes of detection and psycho-educational and social care, but there is a lack of training proposals aimed at the family context. The aim of this paper is to present the program “Cultivating passionately curious minds”, a multidisciplinary intervention from a systemic approach, to address the challenges faced by families with children in primary education. The methodology followed for its design has been qualitative, analytical-reflexive, focusing on the shortcomings pointed out by the specialized literature and identifying the quality criteria for the design of this type of intervention. The results present a four-module program with its specific objectives, sessions, resources and dynamics, as well as established evaluation procedures. It is concluded that families need counseling, and the program is designed to help understand high abilities, improve family cohesion, promote child resilience and foster healthy relationships in times of adversity.

Highly gifted students could contribute significantly to a dynamic society that requires self-motivated professionals dedicated to lifelong learning and innovative productions. However, there is a discrepancy between the expected achievement based on their intellectual potential and their academic and professional performance. This literature review analyzes the benefits and limitations of integrating robotics and artificial intelligence (AI) in the education of gifted students, focusing on the competencies most demanded by the labor market. Twenty-four studies were analyzed following PRISMA criteria. Studies show that the integration of robotics and AI in the education of gifted students fosters deep learning, creative exploration, and real-world problem-solving with socio-emotional relevance. Therefore, their integration into educational practices can not only promote professionals who are technologically proficient, but also emotionally intelligent and socially competent to face the complexities and needs of an ever-changing society.

There is limited evidence regarding the educational support provided to gifted and talented students in Spanish universities, representing a theoretical and practical gap in inclusive education for this group. This study explores the experiences of gifted students in Spanish higher education, aiming to identify barriers and needs in their university adaptation and the quality of the educational responses they receive. Using a qualitative phenomenological approach, 11 students were interviewed to analyze their perceptions of university admission, educational response, and available support services. The results reveal that students lacked specific protocols for university access and predominantly described the use of traditional teaching methodologies, which constrain their potential. Furthermore, they perceive support services as insufficient to address their psychoeducational needs. In conclusion, it is necessary to implement inclusive policies, differentiated methodologies, and specialized teacher training to foster a more equitable and high-quality higher education system to address giftedness.

Within the framework of educational attention to the infant-juvenile population with high intellectual abilities, there is a great debate with regard to designing and implementing educational treatments to achieve a full and comprehensive development, because they frequently present imbalances or emotional problems. The objective of this research is to analyze the relationship between the level of creativity and socio-emotional skills in students with a cognitive profile compatible with high intellectual abilities. The study sample was selected through a case study design, using questionnaires as a data collection tool. The study variables were measured by the PIC-N creativity test and the Bar-On EQ-i:YV emotional intelligence scale. Among the conclusions, it is noteworthy that creativity correlates significantly and positively with adaptability skills and overall mood. Therefore, fostering creativity promotes the development of emotional intelligence in students with high intellectual abilities.

The aim of the research is to reveal the effect of STEAM-based art teaching on photography education given to secondary school students and students' photo-manipulation studies. In line with this purpose, it was aimed to use manipulation in education in a positive way with the manipulation applications that the students made on the photographs they took at the end of the activities made more comprehensive with the STEAM approach. The problem of the research was determined as ‘What is the effect of STEAM-based art teaching on gifted students’ photography and photo-manipulation studies?’. In this context, the research was planned as a qualitative study and was designed as a quasi-experimental study. The data obtained in the research were analysed by content analysis method. During the implementation process of the research, it is noteworthy that the students actively participated in the lesson, successfully completed the activities and performed above the expectations of the researcher. In the findings related to the research questions, students' motivations towards the course, their interests and perspectives towards photography, their thoughts on the process of creating photo-manipulation, and their opinions on the course process and participants were reached. As a result of the research, it was seen that the students' awareness of photography and photo-manipulation increased, they started to put the education they received into practice and started to use it in real life, each student mentioned at least one photo editing programme, and all of the students stated that they used the photoshop programme. Considering the results of expert opinion, it was concluded that the students showed a positive development from the 1st activity to the 3rd activity in photography and photo-manipulation studies. Considering the results obtained from the student interview form findings, it was observed that there were students who stated that the students improved themselves, contributed to their general culture and gained a different perspective. In this direction, it was concluded that the education they received fulfilled its objectives.

High Intellectual Abilities (HIA) are defined as a cognitive capacity well above average, a potential that allows people to learn and solve problems in an exceptional way. The objective is to explore the factors that influence the achievement of excellence in people with HIA and the differences in opportunities faced by the various groups that make up this collective. The methodology consists of a descriptive review of a selection of articles published in scientific journals of psychology and education indexed in electronic databases. The results are organized around three axes: a) factors that influence the excellence of people with HIA; b) obstacles to their development; and c) elements of inequality and diversity of opportunities. The conclusions indicate that the path to excellence requires, in addition to HIA, a sustained personal commitment to constant improvement and self-realization, as well as various extrinsic factors, such as a favorable family, school or sociocultural environment.

Identification of high-ability students in Spain is based on educational legislation. However, the absence of unified national regulations delegates this responsibility to the autonomous communities, resulting in highly diverse approaches. This study aims to analyze the detection processes implemented in Castilla y León. To achieve this, we used a qualitative methodology based on document analysis and focusing on the high-ability detection protocol. The DETECTA program is identified as the main regional screening model. This program follows a tiered approach consisting of three phases: teacher questionnaires (EOPRO), family questionnaires (EOPAM), and application of an objective test. The DETECTA program reflects the commitment of public institutions to addressing the under-identification of high-ability students. Although significant progress has been made in the detection processes, the DETECTA program still presents areas for improvement that could enhance both the identification process and the promotion of talent within this group.

We start from research showing that adolescents with high abilities often code-switch or face a dilemma of forced choice as they seek security and connection in their social environment. These strategies lead them to hide their high cognitive abilities in an attempt to integrate into the sociocultural environment, which results in a loss, concealment or denial of their identity as gifted adolescents. The aim of this research is to characterize the favourable and unfavourable conditions for the development of the identity of highly gifted adolescents by means of a systematic review of selected publications on the subject. The conclusions show that cases of identity concealment by highly gifted adolescents tend to occur in the absence of recognition and facilitation of the development of their qualities in their family, school or peer environment. Also, we conclude that these cases are difficult to record or recover, so it is recommended to act by prevention and early support.

This study explores talent-development trajectories of early-career chemical engineers to identify key components for success in the field using the talent development megamodel as a theoretical framework. Interviews with 12 recent PhD graduates reveal a trajectory across four developmental stages: (a) math ability and science ability, (b) chemical engineering competence and specialization competence, and (c) expertise/creative productivity. Teachable components include cognitive skills (e.g., strong math/science foundation, problem-solving), metacognitive skills (e.g., experimental design, project management), motivational skills (e.g., perseverance, learning from failures), and psychosocial skills (e.g., communication, collaboration) at different stages. The study highlights the importance of early experiences, mentorship, and continuous learning in fostering success in chemical engineering. Understanding field-specific talent development can inform targeted initiatives to address workforce gaps and promote STEM talent.

ABSTRACT In sub-Saharan Africa, the literature is scarce on teachers’ preparedness to support gifted education in classrooms. Thus, attempts have been made to understand the association between teachers’ attitudes, self-efficacy and job satisfaction when teaching gifted students in classrooms. Ajzen’s theory of planned behaviour was operationalised as a framework to estimate attitudes and self-efficacy’s effects on variance in job satisfaction. Altogether, 308 teachers were recruited from Ethiopia and Kenya. The data were subjected to structural equation modelling, confirmatory factor analysis, path and moderation analyses, and two-way analysis of variance. A strong correlation was found between attitudes and self-efficacy, but both variables did not predict job satisfaction. The study recommends developing teacher training programmes to help improve teachers’ attitudes and self-efficacy.

An inclusive classroom accommodates learners with learning disabilities (LDs) or gifted learners (GLs). As part of the 1997 curriculum reform, Lebanon recognized one type of these learners-the LD. It provided the LD community with well-deserved support and the opportunity to be included in regular classroom settings, but nothing was done for the GL community. There has been an increase in interest in GL in Lebanon in recent years. Some private schools made a few attempts to accommodate GL. Two-exceptional learners (2e): those who are gifted and have at least one learning disability, were not catered for in these attempts. Schools and teachers are not equipped to handle the unique challenges faced by 2e learners. Consequently, these learners may experience anxiety, depression, low self-esteem, and even behavioral problems. This paper presents the plan developed for a 2e learner (Khalil) that addressed his interests. Khalil had learning difficulties in reading and writing as well as giftedness in math, especially numerical math. Being 2e, Khalil received special lessons that made use of his math skills to improve his language arts. These lessons were project-based, which assisted Khalil in enhancing his mathematical talents while developing his writing and comprehension skills.