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Gifted education is gaining popularity in non-western contexts such as Arab countries, including the United Arab Emirates (UAE) due to its potential to drive innovation and national development. However, globally, there are lapses in the current efforts towards the implementation of gifted education. This has culminated in discussions on effective ways to reform education systems for effective implementation of gifted education. The current paper generally focuses on the theoretical framework of the special issue about ‘Gifted Education in Arab Countries: Analyses from a Learning-Resource Perspective’ with a brief reference to the context of the UAE as an example of the participating countries. The framework developed by Zieger and his colleagues on the basis of the Actiotope concept, has been widely accepted as a useful model to guide gifted education in various contexts. The current paper presented the Actiotope model; developing a conceptual lens which could be used by policymakers who are in the process of reforming their education systems. At the heart of the Actiotope model is achievement of excellence which is considered as an interrelationship between individual, environment, and action. The study operationalized each of the tenets of the Actiotope model. Lastly, the study concluded with practical suggestions for integration of the tenets of the Actiotope model in the education system in Arab countries.

Every child has a talent that is ready to be developed. However, not all parents know how to identify and develop it. Purpose of the study is to explore and analyze the experiences of parents in developing interest and talent of children. In order to obtain factual data on parenting, a qualitative method was used. Data collection was carried out by in-depth interviews and open to seven parents of talented children. The data obtained were analyzed in five stages, namely transcribing the results of interviews, taking inventory of important statements, classifying meanings, describing and constructing the essence of the subject's experience, and making research reports. There were three main findings of this research, namely: i) parents in nurturing for talented children have the characteristics of an authoritative style, where demands and responses were carried out in a balanced manner, ii) the development of children's interest and talent was carried out by parents by guiding and training independently, taking lessons, and various competitions, and iii) limited time and energy were the main obstacles for parents in nurturing and developing children's interest and talent.

Artificial intelligence (AI) has the potential to revolutionize education by promoting personalized learning experiences and enhancing educators’ efficiency. Generative AI tools like ChatGPT are increasingly used by K-12 teachers for lesson planning, differentiated instruction, and automated feedback. This article examines how ChatGPT, in alignment with the National Association for Gifted Children (NAGC) standards, can be used to address the unique cognitive and affective needs of secondary gifted learners. Case studies provide examples of how to use ChatGPT to facilitate differentiation, personalized learning, support independent research, and provide virtual mentorship. The importance of prompt engineering is emphasized and encouragement of critical thinking skills when using AI tools. By integrating human expertise with AI capabilities, educators can enhance the mentorship experience, foster reflective learning, and cultivate future-ready leaders.

Arts-intensive high schools offer a unique learning environment for artistically gifted students, but relatively little is known about the long-term impacts of attending these schools. Using data from the Strategic National Arts Alumni Project (SNAAP), this mixed-methods study explores the educational experiences and career outcomes of over 2,900 alumni from arts-intensive high schools. Descriptive statistics, inferential regression models, and a grounded theory, inductive coding, qualitative analysis reveal important connections among acquired skills, experiential learning activities, and several career and community outcomes. Overall, the findings suggest that skills learned while at arts-intensive high schools are relevant to a variety of careers, and that certain high-impact practices are positive predictors of later outcomes. However, curricular revisions to address areas such as entrepreneurial and business skills may be needed. Implications for curricular improvements, programming support, and advising are also discussed.

Central office coordinators of advanced academics and gifted education programs—otherwise known as district gifted education coordinators (DGECs)—play an important role in closing excellence gaps, promoting achievement for all learners, and ensuring equity in gifted education programs and advanced courses. Training and preparation programs for educational leaders tend to focus on the skills needed for the principalship or superintendency, overlooking the needs of those who play vital roles in middle-management in school systems across the United States, such as DGECs. In this article, we propose a model for training DGECs that considers the distinct responsibilities required for the position of DGEC and a grounding in strong equity, so that DGECs can be better leveraged as change agents for equity in their districts.

This column is devoted to the top ten issues that parents face in educating their gifted children in school settings. VanTassel-Baska describes how parents in partnering with others can collaborate with their child’s teacher, the school, and administrators. The author encourages parents to advocate for advanced curriculum, a variety of high school options, advanced instruction and courses, and counseling services. Parents must educate themselves about assessment and the use of off-level tests and products and portfolios to determine student progress. Parents must also advocate for professional learning for teachers of gifted students. In closing, the author encourages parents to supplement learning obtained in school with community resources.

School mathematics mainly embraces algorithmic problem solving, pays less attention to strategic reasoning, and rarely contains insightful problem solving. Based on our previous research, we hypothesize that success in solving insight problems correlates strongly with general giftedness, while mathematical expertise is essential for strategy-based problem solving. Furthermore, we employ a phenomenon of greater ERP amplitudes in PO4/8 electrodes associated with insightful problem solving. In this study, 114 high school students (aged 16-18) with varying degrees of general giftedness and mathematical expertise were asked to solve mathematical problem of three distinct type: (1) function problems, whose solutions are memory-based; (2) area problems that necessitate strategic thinking; and (3) insight problems, that necessitate insight for their resolution. The problem solving process was accompanied by ERP recording. We demonstrate that variations in accuracy of solutions and reaction time for correct responses between tasks are influenced by students' general giftedness and mathematical expertise. Our ERP analyses partly supported our hypotheses regarding the relationship between PO electrode activation, insight-based problem solving processes, and participants' levels of giftedness and mathematical expertise.

This article explores the theoretical foundations and practical implications of giftedness, with a focus on how gifted potential is identified and nurtured in Türkiye. Giftedness, defined as exceptional ability in domains such as academics, arts, leadership, and creative problem-solving, is examined through historical perspectives and contemporary models, including Renzulli’s Three-Ring Model, Gardner’s Theory of Multiple Intelligences, and Subotnik’s Talent Development Model. The study highlights the cognitive, emotional, and social characteristics of gifted individuals, supported by neuroscience insights into brain structures enhancing cognitive flexibility. In Türkiye, the education of gifted students primarily occurs through “cience and Art Center (SAC), which emphasize intellectual and artistic development, while institutions like science high schools focus on academic achievement rather than a comprehensive giftedness framework. The article also investigates the orientation of gifted students and their families toward talent domains, revealing a societal preference for lucrative fields like medicine over arts or sports due to economic and cultural factors. Challenges such as economic concerns, and family pressures further complicate career decisions. The findings underscore the need for a multidimensional approach to support gifted individuals’ diverse potentials in Türkiye’s educational landscape

This paper analyzes various attempts at integrated education, with the main focus on the period from 1918 to 1931 in the Soviet Union. At this time the full force of a totalitarian state was employed in the attempt to teach in a precisely “integrated” manner, with the use of so-called “complexes,” which were regarded as having a direct connection to real life. Mathematics educators put forward many objections against this approach, but their criticisms remained unheard by the reigning powers until there arose a need for the effective implementation of the project of industrialization. At that point, complexification (integration) was declared to be a left-leaning unrealistic fantasy. This paper also touches on the question of how the most gifted schoolchildren were educated under such conditions. In the author’s view, a historical approach makes it possible to see certain phenomena and problems that are relevant to contemporary debates.

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.