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This scoping review reflects on the extant research on parents of the gifted following the last critique of the literature offered by Jolly and Matthews in 2012. The method for the search followed the PRISMA-Scr protocol utilizing the SPIDER framework. Articles fell into two main themes of parental awareness and parental actions in the inductive content analysis. Using the a priori focus areas from the Jolly and Matthews article on the second-round content analysis, articles aligned with the five focus areas: examining attitudes and expectations of nontraditional families, studying the full range of satisfaction with school programming, investigating alignment of parental understanding of terms with researchers, determining how parental understandings translate into behaviors, and reviewing relationship dynamics that contribute to underachievement. There was insufficient evidence for a COVID-19 impact on publications. Findings reflect the importance of including international literature and lay the groundwork for a robust mixed-methods synthesis.

This study investigates the effectiveness of a specialized training program designed to enhance the Digital Competence (DC) of teachers of gifted students in Saudi Arabia within the context of Fourth Industrial Revolution (4IR) applications. Using a quasi-experimental design, 48 participants from Jubail were evaluated across pre-test, post-test, and follow-up stages utilizing a comprehensive digital competence questionnaire. Results indicate significant improvements in digital competence following the training, with sustained effectiveness evident in follow-up assessments. The program demonstrated value in equipping teachers with critical skills in areas such as Artificial Intelligence (AI), cybersecurity, big data, virtual reality, and digital content creation. These findings underscore the need to integrate advanced digital training into teacher education frameworks to address the evolving demands of contemporary education.

This study investigated the impact of using ChatGPT 3.5 as a prewriting brainstorming tool on the overall quality of persuasive writing among five gifted seniors majoring in Arabic at the College of Education, Kuwait University. Giftedness, in this study, was not defined by innate advantages such as intelligence quotient (IQ) but was instead viewed from a multidimensional perspective, focusing on academic performance, writing skills, and personal traits that reflect intellectual engagement. Four participants were typically developing gifted students, while one participant was twice exceptional, both gifted and autistic. An integrated single-subject design with multiple probes across multiple baselines was used, with each participant serving as their own control. Repeated measures were used throughout the baseline, intervention, and maintenance phases to monitor intraindividual variability and examine the effectiveness of the intervention. The results indicated a significant increase in mean scores for persuasive essays from baseline to intervention for all participants, with continued improvement during maintenance for all but the twice-exceptional student, whose mean maintenance score remained unchanged from the intervention. While promoting ChatGPT 3.5 as a valuable brainstorming tool for persuasive writing, this study emphasizes its complementary role and recommends that writers engage in brainstorming using multiple resources before writing.

Universal Design for Learning (UDL), a contemporary educational approach, is recognized as a multidimensional and comprehensive framework for learning. Grounded in research across neuroscience, education, and technology, UDL has gained increasing scholarly attention in various countries. The primary objective of this study is to explore the perspectives of teachers working in Science and Art Centers in Ankara, Türkiye, regarding UDL. The study employs a phenomenological research design, a qualitative methodology, to capture participants' experiences and insights. Participants were selected using a combination of purposive sampling methods, specifically criterion sampling and snowball sampling. The study sample comprised teachers holding master’s and doctoral degrees. Semi-structured interviews were conducted with 21 postgraduate-educated teachers who voluntarily participated in the research. Qualitative data were analyzed using content analysis techniques to identify emerging themes. Findings indicate that teachers associate the contributions of the UDL approach to teaching and learning processes with the concepts of "flexibility and diversity," "equity and accessibility," and "motivation." Furthermore, teachers recommended the UDL approach to their colleagues as a means to enhance student achievement. Additionally, they expressed consensus on the potential benefits of UDL for the education of gifted students.  Article visualizations:

Background: The discourse over the relative importance of emotional intelligence (EQ) and cognitive intelligence (IQ) in predicting life success has been a contentious debate over the past few decades.Objectives: This study examines the interplay between IQ and EQ among gifted Filipino medical students in the University of the Philippines' Integrated Liberal Arts and Medicine (INTARMED) program, who are faced with the dual pressures of being intellectually gifted and coping with the demands of medical education at a young age.Methodology: Using a sequential explanatory mixed-methods design, 76 participants were administered with standardized tests to measure their EQ and IQ levels. This was followed by in-depth interviews to explore their self-perceptions of intellectual giftedness and emotional competence.Results: Results show that participants have high intellectual ability but with an average level of emotional intelligence, suggesting that while these students excel academically, their emotional competencies might not be as developed. Notably, a weak but significant correlation between IQ and EQ scores was identified, indicating that higher cognitive abilities may be associated with slightly elevated emotional skills. Qualitative findings highlighted the internal conflict between self-perception and societal stereotypes of giftedness, alongside challenges in social interaction and low stress tolerance amidst high adaptability.Conclusion: Findings of this study emphasize the crucial role of emotional intelligence in coping with stress and social expectations, particularly in high-pressure academic environments like medical school. This study contributes to the ongoing discourse on IQ vs. EQ debate by providing empirical evidence on the complex relationship between cognitive and emotional intelligence. It underscores the need for a more nuanced understanding of success, beyond traditional academic achievements, advocating for the integration of emotional competence training within the medical curriculum to better prepare students for the challenges ahead in their medical profession.

This study aimed to investigate the impact of educational activities based on parental involvement in enhancing flow (a state of deep engagement) and adaptive intelligence in gifted children with ADHD, addressing family concerns related to climate change.The sample consisted of 12 children (male and female) identified as gifted (Stanford-Binet IQ Test, with a mean IQ of 134.12 (SD = 2.38). Their ADHD severity was measured using the Conners’ Test, yielding a mean score of 63.67 (SD = 1.50) for the experimental group.A quasi-experimental single-group design was employed. Family concerns related to climate change were identified and categorized into 11 themes within the domain of home economics. Parental involvement-based activities were designed around these themes, adaptive Intelligence Test: Assessed creative, analytical, practical, and wisdom-based skills.Flow Scale: Measured immersion in activity, challenge-skill balance, sense of control, and emotional bonding. The results,statistically significant differences (at p < 0.01) were found between pre- and post-test scores of the experimental group on the Flow Observation Checklist and Adaptive Intelligence Test (overall scores), favoring post-test results. The effect size (η²) was large, indicating substantial practical significance. The study recommends integrating parental involvement-based activities in both public and domestic settings to foster adaptive intelligence and flow states in gifted children across all categories. Emphasis should be placed on home economics domains that align with family life and climate change-related concerns.

هدفت هذه الدراسة التوصل إلى الخصائص السيكومترية لمقاييس بيردو للكشف عن الطلبة الموهوبين في دولة الكويت في الصفوف السادس والسابع والثامن والتاسع، واستخدم في هذه الدراسة المنهج الوصفي التحليلي، تكونت عينة الدراسة من الطلبة الموهوبين والعاديين بواقع (1120) طالبا وطالبة منهم (400) طالباً موهوباً من مدارس الموهوبين في الكويت، و(720) طالباً عادياً من الملتحقين بمدارس التعليم العام، وتم اختيارهم بالطريقة العشوائية الطبقية، تم التحقق من دلالات صدق وثبات المقاييس وأظهرت نتائج التحليل العاملي تشبع فقرات مقاييس بيردو على عامل أساسي واحد هو السائد على كل مقياس من المقاييس، وطريقة صدق البناء حيث أظهرت النتائج أن قيم معامل الارتباط تراوحت ما بين (0.368-0.716) على مقياس الرياضيات، و(0.487-0.761)على مقياس العلوم، و(0.333-0.660)على مقياس اللغة العربية، و(0.370-0.678)على مقياس الدراسات الاجتماعية، وتراوحت ما بين (0.572-0.830) على مقياس اللغة الإنجليزية. كما تم التوصل إلى دلالات صدق المقاييس باستخدام طريقة الصدق التلازمي بدلالة محك خارجي، وأظهرت النتائج وجود علاقة إيجابية دالة إحصائيا بين تقديرات المعلمين للطلبة وبين تحصيل الطلبة في كل من المجالات الخمس، وبين درجات اختبار القدرات المعرفية، كما أظهرت دلالات الصدق التمييزي للمجموعة الطرفية العليا والدنيا أن الفرق بين تقديرات المعلمين على أداء المجموعتين ذو دلالة إحصائيةً عند مستوى دلالة(0.05 = α)، كما أن الفرق بين الطلبة الموهوبين والعاديين ذو دلالة إحصائية عند مستوى دلالة (0.05 = α). كما تم التوصل إلى دلالات ثبات المقياس بإتباع طريقة ثبات الاتساق الداخلي كرونباخ ألفا التي بلغت (0.87،0.88،0.82،0.84،0.93) على التوالي لمقاييس بيردو (الرياضيات، العلوم، اللغة العربية، الدراسات الاجتماعية، اللغة الإنجليزية). وأوصت الدراسة بضرورة اعتماد مقاييس بيردو من قبل وزارة التربية والتعليم الكويتية في عملية الكشف عن الطلبة الموهوبين نظراً لتمتع المقاييس بالخصائص السيكومترية المناسبة. الكلمات المفتاحية: مقاييس بيردو، الطلبة الموهوبين، الخصائص السيكومترية

Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted students, while identifying key facilitators and barriers. 136 primary and secondary school leaders completed a questionnaire, of whom 18 participated in semi-structured interviews. Findings indicated varying levels of perceived involvement, with teachers being most involved, followed by parents, and other school leaders. This pattern was mirrored in interaction frequencies across most queried topics. Despite these varying levels, school leaders expressed similar satisfaction with the involvement of and interactions with all actor groups. A positive relationship was found between involvement and interaction levels and their corresponding satisfaction. Actors’ willingness to contribute to and/or communicate about gifted education was a key facilitator, while a lack of willingness was frequently mentioned as a barrier. This study provides an initial understanding of factors impacting involvement and interactions in gifted education from school leaders’ perspectives, offering a foundation for enhancing collaboration and support.

Abstract The idea that a child is intellectually ‘gifted’ has a social and cultural history. This book analyses that social history at multiple scales, and makes the ‘voices’ of the gifted young themselves central. In daily encounters, those labelled ‘gifted’ sometimes loved this label, and felt special in comparison to peers at school and siblings at home. For others, ‘gifted’ was a silly or embarrassing label, and many questioned the idea of separating off young people in terms of intelligence, as well as specific forms of testing. Ideas of the gifted child also reshaped family lives—parents dedicated time to providing special leisure spaces, running them in their own homes and taking their children significant distances to spend time with others. Voluntary organisations were critical here, as the network through which young people and adults encountered the term, ‘gifted’, and lived and created it relationally. Voluntary organisations, looking to gain attention and visibility, also critically shaped the idea that the gifted young were elites of ‘the future’, central to answering challenges of economic decline, global warfare, or humanitarian aid. The hopes placed on gifted children between the 1960s and the 1990s were often sky high—yet many gifted young still felt that the community ‘wasted’ their talents, and did not support them. This book, then, provides new perspectives on the tensions between elitism and equality in modern Britain. It also offers vivid stories of optimism, hope, disappointment, and criticism, in which young people themselves play a central role.

This research examines the direct and indirect (via competence needs satisfaction) associations of relatedness to mother, father, teacher, friends, and classmates to behavioral and cognitive engagement in science among 305 gifted primary school students (Mage = 8.32; SDage = 1.37) in Hong Kong. Results of path analysis showed that relatedness to teacher and classmates was linked to greater competence needs satisfaction and science engagement dimensions. Competence needs satisfaction was linked to higher science engagement dimensions. Further, both relatedness dimensions had indirect associations with science engagement via competence needs satisfaction. Our research highlights the potential academic rewards of forging meaningful social ties between teachers, gifted learners, and their peers in school contexts.

Background and purpose: Gifted students may face a lot of pressure and psychological stress due to the expectations of others and family. Therefore, the purpose of the present study was to investigate the effectiveness of cognitive behavioral training on competitive anxiety and perceived stress in gifted students of the second secondary school in Isfahan province. Method: The current research is a semi-experimental method of pre-test-post-test type with a control group in terms of practical purpose and in terms of research method. The statistical population of this research included all gifted students of the second secondary school in Isfahan province, who were selected by the purposeful sampling method, 30 people and randomly assigned to two experimental and control groups. 8 cognitive-behavioral training sessions were conducted for the experimental group. To collect data, the competitive anxiety questionnaire of Martens et al. (1990) and the stress questionnaire of Holmes and Rahe (1967) were used. Data analysis was done by multivariate covariance analysis using SPSS-25 software. Findings: The results showed that cognitive behavioral training was effective in reducing post-test scores of competitive anxiety and perceived stress in the experimental group compared to the control group (p<0.01). Conclusion: It can be said that cognitive behavioral therapy is one of the effective treatments in reducing competitive anxiety and perceived stress in students. Therefore, mental health specialists and education officials are advised to use this treatment to improve the mental health of students.

This article explores the issue of developing giftedness in children and adolescents withinthe contemporary educational landscape. The authors analyze various approaches to defining giftedness,identify factors that contribute to and hinder its development, and offer practical recommendations for creatingconditions that enable gifted children to realize their potential. Particular attention is given to the role of thefamily, educational institutions, and society as a whole in supporting and nurturing gifted children

Higher-level questioning is an instructional method often recommended to challenge cognitively gifted students. However, professional development is needed to help teachers improve their ability to ask higher-level questions. Therefore, we developed an intervention based on Bloom’s taxonomy, consisting of a 2-h session in which teachers learn how to integrate higher-level questioning into regular lessons, for use in any content area. Our aim was to determine whether this intervention is effective in fostering the motivation and engagement of students, and of cognitively gifted students in particular. The study is a randomized controlled trial with an intervention group of 17 subject teachers and their students (n = 268) in Grades 7 and 8, who received a training in higher order questioning, and a control group (education as usual) of 17 subject teachers and their students (n = 299). Control teachers taught similar subjects and contents as intervention teachers. Students in both groups reported on the number of higher order thinking questions asked by their teacher before and after the training. In addition, students’ motivation and engagement during classes were measured at pre- and posttest. Students in the intervention condition reported an increase in teachers’ use of higher-order thinking questions, which in turn related positively to their autonomy need satisfaction, engagement, and motivation. Students benefitted equally from the intervention, regardless of teacher-perceived giftedness.

Technology-enhanced active learning increases not only gifted students’ interest in learning but also facilitates the promotion of their musical creativity. This study uncovers gifted students’ attitude toward technology-enhanced active learning and its effect on their musical creativity. This mixed-methods study used an experimental design followed by semi-structured interviews. We developed a control group (n = 19) and an experimental group (n = 21) of the randomly selected gifted students’ age of 11–13 years old from science and art centres institution at secondary schools in Turkey. We designed an intervention to deliver music curricula through technology-enhanced active learning for the experimental group and without technology-enhanced active learning for the control group. Three experts used a rubric to measure the musical creativity of gifted students. A pre-test and post-test indicated that there was an effect of technology-enhanced active learning on the musical creativity of gifted students. Semi-structured interviews with students also suggested that gifted students have positive attitude towards technology-enhanced active learning. Students have a positive attitude towards the technology-enhanced active learning approach owing to five reasons: finding education programs beneficial, self-expression, improvement in composing skills, improvement in using technology while composing, and eagerness to continue technology-enhanced active music learning. Keyword : creativity, curriculum, gifted students, music education, secondary school, technology-enhanced active learning How to Cite Maba, A., & Sakar, M. H. (2025). Effects of technology-enhanced active learning on the musical creativity of gifted students. Creativity Studies, 18(1), 79–99. https://doi.org/10.3846/cs.2025.16335 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver

<p style="text-align: justify;">Introduction: Cerebral insulin resistance is a phenomenon associated with metabolic alterations in the brain, often related to diseases such as Alzheimer's, type 2 diabetes mellitus (DM) and cognitive disorders. Gifted …</p>

We examine the effect of a gifted and talented pull-out program in academic secondary education. Program eligibility is based on a cognitive test score cutoff, which we exploit in a fuzzy regression discontinuity design to identify program effects. We find that assigned students obtain higher grades, follow a more science-intensive curriculum, and report stronger beliefs about their academic abilities. These positive effects persist in university, where students choose more challenging fields of study with better labor market prospects. Our results suggest that pull-out programs may serve as an effective alternative to programs that assign gifted and talented students to separate classes and schools.

Background and Objectives: Gifted schools are established with the goal of fostering and developing the capabilities of gifted students. However, these schools face numerous challenges, and identifying these issues and improving the educational quality of these schools, as the pioneers of the country's educational system, is of great importance. Therefore, the present study aims to diagnose the challenges of geography education in gifted schools at both the first and second levels of secondary education in the city of Karaj from the perspective of geography teachers. Methods:This qualitative study was conducted using a phenomenol ogical approach. The participants in the study consisted of geography teachers from gifted secondary schools in Karaj, with 11 teachers selected as the research sample through purposive sampling and theoretical saturation. The data gathered from semi-structured interviews were analyzed using coding methods, leading to the extraction of sub-themes and main themes. . Findings: The qualitative data analysis resulted in the identification of 4 main codes, 13 sub-codes, and 60 conceptual codes (open codes). The main challenges identified in geography education in gifted secondary schools, according to the teachers, included attitudes and beliefs toward geography as a subject, regulations and policies, educational challenges, and environmental challenges Conclusion:geography education in gifted schools faces numerous challenges, and addressing them requires comprehensive support from authorities, teachers, and families.

The article explores the pedagogical challenges of nurturing gifted students in primary school and ways to address them. It highlights methods for identifying gifted students, organizing the educational process to develop their individual abilities, and analyzing the teacher's role and responsibilities. The article provides pedagogical approaches, methodological recommendations, and practical guidance.

Aim . To identify and describe the features of teaching students gifted in the field of artificial intelligence. Methodology and methods. In the course of the work, system-activity and personality-oriented methodological approaches were used. The materials presented in academic articles of electronic databases (catalog of the Russian State Library, elibrary, Web of Science, Scopus) became the basis for analyzing the theoretical aspects of the problem. The main methods used in the study were methods of content analysis, analysis of literary sources, study and analysis of educational practice, comparative analysis, systematization and generalization of the theoretical and practical results obtained. Results . The results of the study were a description of the features of intellectual competitions in the field of artificial intelligence, key characteristics of personal qualities, theoretical and practical skills of trainees and their teachers necessary for effective teaching of students gifted in the field of artificial intelligence. The forms of education significant for intellectual achievements in this field were identified, the features and advantages of personalized and adaptive learning were shown, and their comparative characteristics were given for the best application of a specific form of education in various periods of educational activity and preparation for intellectual competitions in the field of artificial intelligence. Research implications . The results of the study make it possible to form the main approaches to the choice of types and methods of teaching students gifted in the field of artificial intelligence. Conclusions . The study identified the main requirements for the formation of the necessary theoretical knowledge and practical skills, personal qualities and special skills of trainees and their teachers for effective joint activities in the learning process and preparation for intellectual competitions in the field of artificial intelligence. It was established that personalized and adaptive forms of education for students gifted in this field are the most effective and able to complement each other.