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This study conducts a systematic review following the PRISMA guidelines to explore music education for gifted and talented students. The research aims to delineate the identification methodologies, educational strategies, relevant technologies, prevailing challenges, and constructive recommendations within the ambit of gifted and talented education. A comprehensive systematic search yielded a dataset of 1,464 articles, from which 37 were selected for detailed analysis based on stringent criteria. The analysis reveals a rich tapestry of research in the domain, showcasing a variety of approaches to identifying and educating musically gifted and talented students. Despite the breadth of research and the diversity of methods applied, the field lacks a unified, standardized model. The integration of appropriate technologies has been shown to significantly enhance creative thought, social, and emotional skills among these students. However, the research identifies several challenges, including time management, the need for continuous improvement, and various physical and financial constraints. To address these issues, the study proposes several recommendations: the adoption of innovative technologies to foster creativity and motivation; specialized training for educators to effectively utilize these technologies; the development of adaptable curricular frameworks and models; the implementation of inventive music projects; and fostering collaborations with music professionals. These recommendations aim to enrich the educational landscape for gifted and talented students, ensuring a nurturing environment that promotes their exceptional abilities.

This study aims to investigate the effectiveness of an educational model based on the X (Twitter) platform in supporting the learning of gifted students in mathematics by employing the theory of communicative learning. The study used an experimental method with two groups, experimental and control, by applying a test in mathematics for gifted students that was applied to 101 gifted male and female students. The results of the study revealed the superiority of gifted students who underwent the training program on the S platform; specifically, females excelled more than males did. The study recommends directing faculty members to enrich the educational environment with mathematical concepts and knowledge during teaching and to use attractive methods, tools and activities that encourage student participation and motivation.

Bullying in schools remains a significant issue that affects all students involved, particularly the parents of gifted students. While the prevalence of bullying among gifted students has been examined, the experiences of parents whose gifted children have been victims of bullying have largely been overlooked. This study explores the bullying experiences of gifted students from the perspectives of their parents. A total of 13 parents of gifted students (11 mothers and 2 fathers) participated in semi-structured interviews to share their insights. Thematic analysis identified three key themes: victimization, factors influencing the bullying of gifted students, and parental responses to their children’s victimization. The findings emphasize the importance of understanding the experiences and reactions of parents of bullied gifted students in order to effectively prevent and address bullying incidents. The implications of this study are discussed in the context of strategies for preventing bullying victimization among gifted students.

Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students’ cognitive processes in knowledge construction. The question “How and why do the divisibility rules work?” evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school student’s abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted student’s thoughts, difficulties, and strategies regarding the working principle of divisibility rules. Design/Methodology/Approach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBC+C abstraction theoretical framework's epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researcher's help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

Introducción: el estudio de la participación deportiva entre la población de altas capacidades intelectuales se ha desarrollado muy tardíamente, debido en parte a una tradicional concepción cartesiana del ser humano. Objetivo: este estudio pretende aportar conocimiento a esta temática, analizando los hábitos deportivos de una población joven con altas capacidades intelectuales en relación con la inteligencia verbal y no verbal. Metodología: en el mismo participaron 128 jóvenes de entre 14 y 25 años identificados con altas capacidades intelectuales, quienes respondieron a un cuestionario que incorporaba datos sociodemográficos y de hábitos deportivos, así como la evaluación de la inteligencia mediante un test breve, y dos escalas para medir el disfrute en la práctica de actividades físicas y la autoeficacia motriz. Resultados: entre los resultados destaca que los jóvenes de altas capacidades, deportivamente, siguen tendencias similares a las de su grupo de edad. No se encontraron correlaciones significativas entre las variables relacionadas con la inteligencia y la capacidad espacial motriz tal como se planteaba en la hipótesis. Sin embargo, sí se encontraron relaciones significativas entre disfrute con la práctica y autoeficacia motriz, así como en el modelo centrado en el factor verbal y en la capacidad espacial motriz; es decir que, a mayor nivel de razonamiento verbal, mayor capacidad espacial motriz. Conclusiones: este estudio puede contribuir a una mejor incorporación de la población de altas capacidades a las actividades físico-deportivas, promoviendo de esta forma su desarrollo integral.

This study aims to investigate the psychometric properties of the Arabic-translated Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) in Qatar. This study translated the GRS-P into Arabic, examined the validity and reliability indicators, and explored gender and age differences in children’s performance on the translated GRS-P. Two hundred thirteen children aged four to six years and sixteen teachers from eight kindergartens in Doha participated in this study. Results revealed strong internal consistency reliability and significant positive correlations between GRS-P subscales, the HOPE Scale, and the Child Developmental Profile. Confirmatory factor analysis results indicated that the one-factor structure across the GRS-P subscales presented varied levels of fit. Gender and grade level analysis showed no significant differences in GRS-P scores. This study contributes to effectively identifying gifted children in Qatar, offering insights for educational practitioners and policymakers. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

PE is particularly relevant for intellectually gifted and talented students, as they tend to exhibit lower levels of physical self-concept than their non-gifted peers (Infantes-Paniagua et al., 2022). However, scientific literature on this topic is scarce. PE can also be highly beneficial for physically gifted students, offering them additional opportunities to support their development into future elite athletes. Whereas in many countries additional classes for those who stay behind in motor development are common, as far as we know, additional classes for gifted students are still scarce. This can also be seen in scientific literature, where there have been an absence of research on athletic identification in journals that aim to publish about high ability and education (Persson, 2002) that continues until our days.Recent evidence highlights how physical activity can positively influence cognitive, intellectual, academic, emotional, and social dimensions in children and adolescents (e.g., Donnelly et al., 2016). This makes the research topic even more pertinent within the gifted and talented domain. Therefore, we proposed the current research topic with the aim of exploring and synthesizing the latest findings from various research perspectives on this subject. In doing so we raised some questions to the research community: How can physically or intellectually gifted and talented students be identified? It also suggests the consideration of conducting meta-analyses to clarify the existing evidence. 61Together, the four studies highlight the importance of a broad and multidimensional understanding of 62 talent and its development in different contexts, including educational. Each research paper addresses 63a key aspect that contributes to the overall picture: from conceptualizing and identifying talent to 64 preparing educators who play a critical role in supporting gifted and talented students. 65In short, PE plays a fundamental role in the overall well-being of gifted and talented students, 66 through both physical and socio-emotional development. Through structured activities and tailored 67 programs, these students can channel their energy, improve motor coordination, sport related skills, 68 and achieve optimal physical health. Furthermore, PE fosters skills such as teamwork, resilience, and 69 stress management, which are crucial for their personal and social development. Therefore, it is 70 essential to design programs that integrate challenging and enriching activities, promoting and 71supporting not only their gifts and talent but also a holistic well-being that enables them to thrive in 72 all aspects of their lives. 73The development of this research topic has also highlighted several limitations.

The purpose of the study is to examine traditional and cyberbullying among the students with special education needs attending special education schools. Additionally, traditional and cyber victimization among special education students have been examined in terms of gender and grade levels. A sample of the present study consists of 295 students with special education needs (177 gifted, 118 deaf) attending segregated special education schools. The Revised Olweus Bully/Victim Questionnaire, the Revised Cyber Bullying Inventory-II, the Strengths and Difficulties Questionnaire, and a demographic data sheet were employed to collect data. Results of the study indicated that of the total 295 students with special education needs, 28.1% of the students with special education needs were bullies and 39.3% were victims of traditional bullying. Furthermore, 13.5% of the students with special education needs were identified as cyberbullies, and 23.3% of them were found as cybervictims. When gender and grade level were examined in regard to traditional and cyber victimization, significant gender differences were found in 9 and 10 grade levels. Male students with special education needs obtained higher scores for victimization than female students with special education needs. The results of the study were discussed in the light of literature.

Coding and digital game design activities have been used in recent years to contribute to students' academic achievement and twenty-first century skills. This study aimed to investigate the effect of the 5E model enriched with coding and digital game design activities (5EECD) on gifted students' academic achievement and problem-solving skills. A quasi-experimental design with pre-test post-test control group was used in the research. The sample of the study consists of 80 3rd grade gifted primary school students studying at a Science and Art Center affiliated to the Ministry of National Education in Türkiye. The study was completed in a five-week treatment period. The experimental group studied the force and motion concept with the 5EECD and the control group studied it with the proposed conventional method. Academic Achievement Test and Problem-Solving Skills Scale were used as pre and post-tests as measuring tools. The data were analyzed by descriptive and inferential statistics. The descriptive statistics results revealed that the experimental group students showed higher performances in science achievement and problem-solving skills. Inferentially, MANCOVA results showed that the 5EECD had a statistically significant effect on the collective dependent variables of the academic achievement and problem-solving skills. The ANCOVA findings also supported the above outcomes and it indicated that each of the academic achievement and problem-solving skills of experimental group was significantly higher than those of the control group. Therefore, the findings of the current research suggest that the 5EECD would be used for 3rd grade gifted students’ science education.

Gifted and creative students/pupils always exhibit some unique characteristics, both intellectually, emotionally, and socially different from their peers. These pupils might perform well academically, but they continue to face significant Socio-Emotional (SE) obstacles, like increased sensitivity, loneliness, and anxiety, that can prevent the overall progression of these pupils and academic achievement. Socio-emotional necessities, therefore, are critical to the holistic progression of gifted pupils and the realization of their true potential. School social workers are supposed to help such pupils through targeted SE interventions and to develop positive, inclusive school practices. This systematic review synthesizes existing knowledge about the SE necessities of gifted and creative pupils, as well as the critical contribution that the school social worker makes in meeting those necessities. A systematic review of literature was therefore conducted from the 26 studies on the specific SE hurdles faced by gifted pupils, the role of the school social worker, and interventions that may strengthen their SE well-being. In this sense, it is hoped that by laying out evidence-grounded strategies and identifying areas for further research, this review might contribute to the progression of supportive learning environments that would allow gifted and creative pupils to bloom.

People with high skills have a different behavioural repertoire and generally, such characteristics define their type of gifted. However, we do not have conclusive data regarding the characteristics of this population, since it is an area of study that generates many controversies, and when it comes to socio‐emotional characteristics, investigations are even more scarce and conflicting. Thus, the present study tried to describe and compare the behavioural characteristics and social abilities of students with high skills, before and after participating in enrichment activities. The Strengths and Difficulties Questionnaire (SDQ) was used, with the students themselves, their parents and teachers as informants. The results showed a good repertoire of social skills and few behaviour problems in these students, but there was no significant improvement in the second evaluation. As limitations, it was pointed out: the fact that the activities of curricular enrichment do not deal with the formal teaching of social skills; the reduced size of the sample and the lack of a control group to compare the results. As strong points, it was found that there are few studies that seek to describe the socio‐emotional characteristics of this population, neglecting other needs that need to be observed and met. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The present study was conducted with the aim of discovering the Iranian gifted school teachers' conception of wisdom. The descriptive Phenomenological method was used for this purpose.The statistical population of the research included the teachers of the gifted schools of Isfahan city in 2022. The research sample was selected from among the teachers based on the purposeful sampling method and continued until data saturation. Based on this, 21 people (8 men and 13 women) were interviewed and the duration of the interviews was between 30 and 45 minutes. In order to deeply understand the understanding of gifted school teachers, in-depth interviews were used to spread two-way dialogue. The data obtained from the interviews were analyzed through the 6-step model of Clark and Brown. Also, Lincoln's and Goba's four criteria were used to check validation. The findings showed that the teachers of gifted schools' perception of wisdom includes three main themes of cognitive and rational skills, communication and interpersonal skills, and compassion and care for others. Based on these findings, it can be stated that aspects of wisdom can be seen in teachers' perceptions, and aspects of it have not been emphasized based on the existing background.

Through the lens of the talent development megamodel and the higher mastery framework, this instrumental case study examines the career trajectory of a biological anthropologist, Barbara J. King, who became a persuasive science communicator in the struggle for animal justice. Much of her impact stems from her development in two career paths, one formal and one informal, in biological anthropology and science communication. She developed credibility as a primatologist and academic and was able to apply her experience in the biological anthropology domain to public communication channels to share information about animal cognition and behavior. Through cumulative epiphanies, she came to recognize the value of understanding animals’ lived experience and the need to seek justice for animals. She became confident in her advocacy because of her extensive knowledge base and her teaching and writing skills, which developed through the many opportunities she eagerly pursued. King’s resilience, optimism, patience, curiosity, and motivation combined with confidence in her knowledge base and communication skills to create persuasive communications that challenge the ubiquitous view that animals’ lives are of lesser value than humans’ and they may be used for human purposes. In her dual careers of biological anthropology and science communication, she learned how to share strong evidence from animal research while respecting the individuals receiving her messages. Educators can support development of students’ transformational giftedness by encouraging identity exploration, fostering openness to new ideas, and not limiting their education to the narrow requirements of success within a single domain.

Astronomy is critical for human development, driving technology and innovation, and creating knowledge that allows humanity to understand the universe more fully. Women, however, remain underrepresented in this field. Many women leave the field before becoming established, yet little is known about women who persist and succeed. The purpose of this study was to explore the abilities, experiences, milestones, and individuals that have contributed to women’s talent development along their trajectories in astronomy, in the specific case of Chile. In-depth interviews were conducted with five talented women in astronomy, who have developed their academic and professional careers in Chile. The results show that micro, meso, and macro levels of influence, in conjunction with different time periods, were critical for the participants’ trajectories and have impacted the direction of women’s paths. The astronomers highlight early experiences, mentor support, validation, and gendered experiences as they navigate their own insecurities and develop self-confidence. Implications for the study of talent development in female astronomers are discussed.

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.