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Teachers' perceptions, attitudes, and opinions about students, curricula, or evaluation methods contribute to the development of students’ talents. Thus, researchers often collect data from teachers to identify gifted students, determine educational practices to meet the students’ needs and assess gifted education programs. Researchers often develop measurement tools or utilize existing ones to collect valid and reliable data from teachers. This systematic literature review screened online databases to investigate measurement tools for teachers developed from 2017 to 2024. We combined the keywords “scale”, “instrument”, “questionnaire”, “inventory”, “gifted,” and "teacher" to screen Web of Science (WoS) and Scopus databases. We categorized the measurement tools based on their intended use and analyzed seventeen instruments across themes including identification/nomination, attitude-behavior-perception, and knowledge and opinion. Nearly half of these studies employed exploratory or confirmatory factor analysis for construct validity, although some relied on the more superficial face validity. Overall, the studies demonstrated high reliability and validity, but simple analyses should be repeated to further enhance the robustness of measurement instruments.

This qualitative study sought to examine the perceptions of parents of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.

O objetivo do presente estudo consistiu em realizar uma revisão integrativa da literatura que relaciona inteligência artificial (IA) e superdotação. Foi consultada a base de dados Education Resources Information Center (ERIC) e utilizada a estratégia de busca: (gifted OR "high abilities" OR precocity OR talent OR endowment) AND (“artificial intelligence”). Não foi estabelecido recorte temporal, com a finalidade de levantar um maior número de produções. Após realizar a organização das produções, foram eleitos para análise um total de dez artigos, divididos em três categorias: “Identificação”, “Atendimento” e “Identificação/Atendimento”. Os resultados forneceram insights sobre o potencial da IA na personalização da aprendizagem, identificação precoce da superdotação e melhorias no desempenho acadêmico. Embora a IA ofereça oportunidades, sua implementação requer uma reflexão cuidadosa sobre as práticas pedagógicas, desenvolvimento profissional dos educadores e impactos sociais mais amplos. O papel do professor continua sendo fundamental, adaptando as tecnologias às necessidades individuais dos estudantes.

This cross-country study employed a qualitative design to explore teachers’ views of their gifted students and of these students’ adjustment and education during the Covid-19 pandemic. A total of 52 teachers from Croatia, Serbia, and Slovenia were interviewed about gifted students in general and, in continuation, about a particular gifted student who was selected for the purpose of this study. In both instances and across all three countries, the teachers tended to describe gifted students mainly in terms of the “harmony hypothesis.” Teaching these students in pandemic circumstances only added to the harmony view: The gifted were seen as having adapted quickly and without much academic loss to the new (learning) conditions. Nevertheless, the pandemic experience also seems to have allowed teachers to see a systemic neglect of gifted students and clearly notice the need for proper enrichment and social-emotional support if these students are to reach their full potential.

Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood of subject or whole-grade acceleration, considering IQ, age, and achievement differences across diagnosis types and demographics. The clinical sample of 1,189 subjects was used to explore the research questions. Subject-based acceleration is more likely for students with diagnoses of depression or anxiety, gifted program participation, or medium socioeconomic status. Males with specific learning disabilities (SLDs) are less likely to be subject-based accelerated. Whole-grade acceleration was likelier for students diagnosed with anxiety. At the same time, those with medium or low socioeconomic status, and ADHD, ASD, or SLD diagnoses, were less likely to be whole-grade accelerated.

We investigated the observations and experiences of k-12 teachers and school counselors with twice-exceptional students. For this purpose, we used the phenomenological research design. The study group consisted of nine teachers and two counselors who had working experiences with twice-exceptional students. We prepared and used an interview form to collect the data via interviews held with teachers and counselors. Additionally, we conducted a focus-group interview with three teachers. Results show various prominent characteristics of 2e students from the views of teachers and counselors such as creativity, solid verbal skills in areas of interest, inconsistent academic performances, and restlessness. Participating teachers and counselors expressed the need for professional development and collaboration when working with twice-exceptional students. Several recommendations were made, specifically for teachers and counselors.

Psychosocial skills are variables related to human behavior, beliefs, and attitudes and shape social interactions, learning processes, academic achievements, and general goal-directed behavior. Psychosocial skills seem particularly important during the adolescent period when large changes in goal setting, learning attitudes, and ability development take place. However, it remains unclear to what degree the growth of musical abilities is influenced by psychosocial skills in musically gifted children and children who are not musically gifted. Hence, the aim of this study is to determine the impact of psychosocial skills on music listening abilities beyond demographics, musical training, and cognitive factors. At four secondary schools in Latvia (two general schools and two schools for musically gifted individuals), we tested 191 adolescents (aged 11–18 years) with an online test battery assessing musical listening abilities, cognitive ability, socio-demographics, musical training activities, and a range of psychosocial skills. Data were analyzed through a series of hierarchical regression models determining the effect of different groups of independent variables. Results indicate that, in general, psychosocial variables make a substantial contribution to musical listening abilities beyond demographics, musical training, and cognitive capacity. When students from general secondary schools and schools for the musically gifted were analyzed separately, the contribution of psychosocial skills differed noticeably, with a greater relative importance for musically gifted children. Thus, the results suggest an important role of psychosocial variables in musical giftedness education. However, the specific role of individual psychosocial variables such as grit still needs to be clarified in future studies.

Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability. Methods Following a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023–2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9). Results The results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses. Discussion The results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.

Despite the growing body of research examining the personality traits of individuals with high abilities, little clarity exists about how they differ from the general population, especially within the university context. This study aimed to identify distinct personality traits by examining 268 high-ability university students alongside a matched average-ability group through a retrospective ex post facto design. Results revealed significant differences only in the trait of responsibility (p = 0.037), with lower scores observed among high-ability students. This outcome may be related to specific academic environmental factors, such as insufficient challenges. It can be concluded that, although stereotypes often associate high-ability students with certain personality traits, such as openness to experience, the present results do not reflect such differences. Therefore, it is important to conduct well-designed studies to determine the characteristics of high-ability individuals and how they differ from average-ability students.

ABSTRACT This qualitative study broadly aims to develop an understanding of the enablers and barriers to successful education pathways for multi-culturally diverse, gifted students living in economically vulnerable circumstances. The study administered an online questionnaire to fifty young, gifted adults currently enrolled at university or post graduate; followed by semi-structured interviews with eleven of the young adults; and finally a focus group discussion with seven of the participants. The study is a retrospective analysis of their school experience as young adults. Their perspectives provided valuable insight into the hidden rules of their home and school situations which made their experience as gifted students challenging, as well as the internal and external factors that enabled them to achieve education success. A reimagined collaborative ethnography approach yielded unique insights into their intrapersonal capacities that acted as protective factors within environments that were more or less supportive of their education. An inductive and exploratory approach to analyzing the data demonstrated the critical role of the teacher in understanding, recognizing and supporting culturally diverse gifted students; the criticality and nature of intrapersonal skills, notably motivation and volition; the impact of heterogenous cultural backgrounds; and the power of peer relationships with others who truly understood their experience of living at the intersection of giftedness, cultural diversity and low SES. Critically, the culturally nuanced notions of giftedness described by participants challenged textbook conceptions of giftedness. This study adds to the scarce but growing body of research into culturally contextual conceptions of multiple presentations of giftedness by exploring how this group of successful learners relates to the label “gifted” and internalizes the hidden rules of education in schools in low SES locales and beyond.

This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be included in this study, articles had to be empirical, written in English and published in peer-reviewed journals, and be aligned with the research questions. A total of 18 papers were included for assessment of quality, the majority of which employed a case study design. The findings suggest that twice-exceptional children tend to perceive themselves in a negative manner. Furthermore, twice-exceptional children exhibited diminished global self-concept, accompanied by low self-esteem and self-efficacy. Positive factors influencing self-perception are adequate support from teachers and parents, early identification and strength-based support. A lack of understanding on the part of teachers and parents, insufficient attention to giftedness in and outside of school, and a sense of being different were identified as negative influencing factors. Further research is required to verify the results using a quantitative longitudinal study. The findings of this review highlight the necessity for adequate support and encouragement for twice-exceptional children, suggesting potential ways for their implementation.

ABSTRACT The purpose of this study is to develop a self‐awareness tool for teachers to help them in identification, and support the gifted and talented students in educational settings via more accurate nominations by educators. The Gifted Identification Inventory for Teacher Awareness (GIIFTA) was developed via fourth stages of writing essay ( n  = 5), Delphi method ( n  = 10), the exploratory factor analysis (EFA) ( n  = 273), and the confirmatory factor analysis (CFA) (as a different group from EFA, n  = 286). The construct of GIIFTA consists of 22 items in three dimensions with a 5‐point Likert scale. The three dimensions of the inventory are: Noticing the Gifted Students, Distinguishing Cognitive Traits, and Distinguishing Emotional Social Traits. The fit index values of the CFA analysis were calculated ( χ 2 /SD = 2.65; GFI = 0.86; CFI = 0.92; IFI = 0.86; NFI = 0.88; NNFI = 0.91; SRMR = 0.05 and RMSEA = 0.07). In addition, convergent and divergent validity were also examined and found to be within acceptable limits. The measurement invariance of the emerging dimensions was also examined in terms of gender variable and it was found that the structure did not change. The item‐total correlation values of the items in the measurement tool ranged from 0.51 to 077. Its structure does not change by gender. The reliability coefficients for the entire scale were calculated to range from 0.88 to 0.95. These results indicate that GIIFTA has good psychometric properties to assess teachers' awareness of gifted students in their classrooms. , Summary We have developed a measurement tool for teachers to help them become aware of their own skills to recognize and distinguish gifted students in their classsroom. This instrument is a valid and reliable measure of teachers' competence in identifying gifted students across three dimensions. GIIFTA measures three dimensions of gifted identification for teachers' awareness: Distinguishing emotional social traits, distinguishing cognitive traits, noticing.

The research was conducted to explore the perceptions of gifted students towards artificial intelligence (AI) using a qualitative research method and a case study design. The study group comprised 25 students from the Selçuklu Science and Art Center during the 2023-2024 academic year, selected through affinity sampling method. Data was gathered through metaphoric forms and semi-structured interviews, and content analysis was employed for data analysis. The findings indicated that students primarily used the human metaphor when discussing AI. Themes derived from the metaphors included human similarity, potential threats of AI, and belief in the benefits of AI. Gifted students expressed concern about the potential risks of AI, while also highlighting its advantages in education. Additionally, the majority of students believed that schools would continue to operate within an AI-supported education system, although some students expressed the view that AI could make schools obsolete. According to the findings, gifted students have expressed a perception of AI as being advantageous as well as having potential risks. Consequently, the research suggests that it would be beneficial to offer specialized training to gifted students on the responsible utilization of AI within the realm of education.

This study aims to determine what factors the primary school teachers working with gifted students prioritize and give importance to in their curriculum designs and explore how these are reflected upon their teaching practices. The research was carried out in the fall semester of the 2020 to 2021 academic year in Türkiye, with the participation of 58 primary school teachers. Data were collected through online semistructured interviews and were analyzed using inductive-oriented content analysis. The findings indicate that the participant teachers are aware of the needs of their gifted and talented students and put some effort into addressing these. However, it is also evidenced that the participant teachers fail to fully provide the support required to improve the students’ skills. Our findings imply that it is crucial to focus particularly on individualized education and differentiated teaching in teacher education and in-service training programs to better address the special needs of students.

Validação empírica de instrumentos para avaliação da superdotação metafísico-espiritual: desenvolvimento, aplicação e análise psicométrica no contexto educacional brasileiro Empirical validation of instruments for assessing metaphysical-spiritual giftedness: development, application and psychometric analysis in the Brazilian educational context Validación empírica de instrumentos para la evaluación de la superdotación metafísico-espiritual: desarrollo, aplicación y análisis psicométrico en el contexto educativo brasileño

One of the most talked about and discussed topics in our current time is climate change. Therefore, it is important to draw attention to this issue in educational environments. The purpose of this study is to examine the relationship between scientific epistemological beliefs and climate change awareness of gifted students and whether these variables differ according to gender. The study was conducted using a relational screening model. The Scientific Epistemological Belief Scale and the Global Warming/Climate Change Awareness Scale were used as data collection tools. The sample of the study consists of 106 gifted students at the secondary school level in a city in the western region of Turkey. The research findings showed that there was a relationship between the epistemological beliefs of gifted students and their awareness levels of the causes and effects of climate change, their awareness of personal initiatives, and their tendency to change behaviour. In addition, the awareness level of personal initiatives to prevent climate change and the scientific epistemological belief levels differed significantly in favor of gifted female students.

The labeling gifted pupils is related to the unsparing treatment of the label “gifted” which creates inappropriate teachers’ emotions and attitudes towards giftedness. Labeling should be given through “direct acts”, which include specific pro-labelled actions and speech toward gifted and can be easily identified and eliminated. However, also the “indirect acts” exist, which are hidden in educational procedures. The study aimed to identify the pro-labeling pedagogical situations and describe the direct and indirect acts of labeling. The qualitative research was conducted in elementary schools in the Czech Republic, with class observations and teacher interviews as data sources. Nine pro-labeling pedagogical situations were identified which were typical with signs such as overemphasizing the differences between gifted pupils, unavailability of activities for other pupils, accentuated selection, and rigidity. The direct acts of labelling included naming gifted pupils by specific names, explicitly expressed instructions for gifted pupils, and presenting increased expectations for their performance. Acts of indirect labeling occurred in situations where the primary purpose was to engage gifted pupil, assemble a group of pupils with a strong performer, quickly activate pupils in competitions, develop the pro-social skills of the gifted, help weaker pupils, assign extra tasks according to recommendations and assess specific tasks for the gifted. The study highlights the existence of indirect acts of labelling next to the direct acts. Limiting the theory of labeling only to direct acts can lead to legitimization and frequent use of inappropriate pro-labeling pedagogical situations against gifted pupils.

This paper explores educational strategies for gifted students, comparing Denmark's approach with that of the United States, particularly Iowa. Recognizing the significant potential of gifted students, the study emphasizes the need for tailored educational policies and practices to nurture their abilities effectively. The research contributes to the international discourse on gifted education, seeking to identify and disseminate best practices. Through a systematic review of relevant literature, analysis of existing curricula and legislation, and application of these techniques to key areas such as curriculum adaptation, identification procedures, resource allocation, and the fostering of stimulating learning environments, the study provides a comprehensive analysis. Iowa's approach, distinguished by its comprehensive support systems, serves as an exemplary model, while Denmark's methods are portrayed as being in a developmental stage. The study's findings underscore the critical importance of well-defined frameworks and effective practices in gifted education. Furthermore, the research suggests potential applications of the identified strategies to other regions aiming to enhance their educational systems for gifted students.