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Introduction: This study investigates the relationship between High Intellectual Abilities (HIA) and hypersensitivity in primary school children, as well as gender differences in hypersensitivity. Methodology: A non-experimental comparative design was employed. The sample included 62 primary school students from the Community of Madrid, of whom 48.4% were diagnosed with HIA. The HSPS and EPAS-A scales were used to measure hypersensitivity. Results: Students with HIA showed significantly higher levels of sensitivity compared to their peers without HIA. Differences were significant across all dimensions of the EPAS-A, with greater depth of processing, emotional reactivity, sensitivity to nuances and subtleties, and overstimulation in students with HIA. Additionally, girls showed higher levels of sensitivity than boys. Conclusions: It is crucial to recognize and address the specific needs of students with HIA and hypersensitivity to support their emotional and academic development. The gender differences in hypersensitivity suggest that differentiated approaches should be considered in educational interventions. Creating an appropriate educational and emotional environment can foster the integral development of these students. Introducción: Este estudio investiga la relación entre las Altas Capacidades Intelectuales (ACI) y la hipersensibilidad en niños de Educación Primaria, así como las diferencias de género en la hipersensibilidad. Metodología: Se empleó un diseño no experimental de tipo comparativo. La muestra incluyó 62 estudiantes de Educación Primaria de la Comunidad de Madrid, de los cuales el 48,4% tenía diagnóstico de ACI. Se utilizaron las escalas HSPS y EPAS-A para medir la hipersensibilidad. Resultados: Los alumnos con ACI mostraron niveles significativamente más altos de hipersensibilidad en comparación con sus pares sin ACI. Las diferencias fueron significativas en todas las dimensiones de la EPAS-A, con mayor profundidad de procesamiento, reactividad emocional, sensibilidad para matices y sutilezas, y sobreestimulación en alumnos con ACI. Además, las niñas presentaron niveles más altos de hipersensibilidad que los niños. Conclusiones: Es crucial reconocer y abordar las necesidades específicas de los alumnos con ACI e hipersensibilidad para apoyar su desarrollo emocional y académico. Las diferencias por género en hipersensibilidad sugieren que se deben considerar enfoques diferenciados en las intervenciones educativas. Crear un entorno educativo y emocional adecuado puede favorecer el desarrollo integral de los estudiantes.

This study evaluates the efficacy of the Gifted Care Program implemented in public schools within the Al-Ahsa region of Saudi Arabia, with a dual focus on assessing its success in achieving predefined objectives and examining its impact on fostering independence among enrolled students. Utilizing a single-group experimental design (pre-test/post-test), the research involved a sample of 90 gifted students across four program levels, spanning grades six (primary) to nine (intermediate). The independent variable was the structured gifted program, while the dependent variable measured students’ level of independence through a validated psychometric scale. Statistical analysis employed the non-parametric Wilcoxon signed-rank test, supplemented by effect size calculations, to account for potential non-normal data distribution and quantify the magnitude of observed changes. Results demonstrated statistically significant improvements in students’ independence scores following program participation (p < 0.05) with a calculated effect size approximating 1.0—indicative of a robust practical impact according to conventional interpretive frameworks. These findings underscore the program’s success in cultivating an educational environment tailored to gifted learners’ cognitive and emotional needs, thereby enhancing critical thinking, creative problem-solving, and academic performance. The study further highlights the program’s alignment with broader educational goals of nurturing autonomy and self-directed learning competencies among gifted populations. The outcomes advocate for sustained investment in specialized gifted programs, emphasizing their capacity to address unique student needs while contributing to national human capital development. Recommendations include longitudinal studies to assess long-term impacts and curricular refinements to optimize scalability and inclusivity. This research advances empirical understanding of gifted education in Saudi Arabia, offering actionable insights for policymakers and educators committed to fostering excellence in specialized learning frameworks.

Intellectually gifted students have the right to appropriately challenging learning experiences and the right to reach their potential; yet little is known about their learning experiences in mixed-ability classes in Australian primary schools from the students’ perspectives. In Australia, where most intellectually gifted students are in mixed-ability classes, teachers are expected to differentiate to meet the specific learning needs of students across the full range of abilities. The aim of this qualitative study was to examine the learning experiences of intellectually gifted students in mixed-ability classes in Western Australian primary schools and consider whether the mixed-ability classrooms were inclusive in terms of meeting their specific learning needs. Twelve students were interviewed from different primary schools, and interview questions focused on their learning experiences and what they would like their teachers to know about these experiences. Three themes were established from analysis: wasted learning opportunities; challenge and support; and learning and working with others. The findings are positioned with reference to the Australian education context and implications and recommendations are presented.

IntroductionIn today’s world, it is of great importance to raise qualified learners whose creative thinking skills and self-efficacy are developed and who can make various choices and take responsibility for their choices as well as implementing them by making their own decisions. In this regard, the study examined the role of gifted students’ self-efficacy (SE) as a mediator on the relationship between autonomous learning (AL) and creative cognition (CC).MethodsA proposed conceptual model was tested using a cross-sectional survey design. Based on “convenience sampling,” the study group consisted of 528 gifted secondary school students enrolled in three Science and Arts Centers in Ankara, Türkiye in the 2022–2023 academic year. A two-step Structural equation modelling (SEM) analysis was conducted for data analysis.Results and discussionThe findings revealed that AL positively and significantly predicted CC, SE was positively correlated with CC, and both dimensions of AL (Independence of Learning- IoL and Study habits- SH) had a significant direct and indirect influence on CC via SE, confirming that the dimensions of AL (IoL and SH) had distinct indirect influences on CC via SE. The study improves our understanding of the role that SE beliefs play in the interaction between AL and CC, which helps to expand and improve models that represent these processes. In order to create conditions that encourage AL, foster SE beliefs, and eventually improve CC among gifted students, educators, policymakers, and parents can create a learning environment that not only promotes AL and strong SH but also fosters SE and CC, ultimately leading to more innovative and self-reliant students.

The study of mental health among gifted and accelerated learners has continued to evolve since the publication of a chapter focused on their subjective well-being. This article provides an updated review of mental health research focusing on gifted learners, specifically through understanding flourishing is routed in their experiences of positive emotions, engagement, relationships, meaning, and accomplishment (PERMA theory). We explore literature published between 2017 and 2024 addressing PERMA as it relates to gifted, high-achieving, and accelerated youth. Recommendations for future research and practice are provided.

As artificial intelligence (AI) becomes more integrated into education, the ability to craft precise prompts, or “prompt engineering,” takes on new importance. Gifted students, with their natural creativity, analytical skills, and ability to connect ideas across disciplines, are well-positioned to excel in prompt engineering. Through specific questioning and follow-up prompts, gifted learners can deepen their engagement with AI, improving the quality and relevance of AI-generated responses. The introduction of models like CRAFT and strategies such as prompt chaining and flipped interaction patterns empower students to optimize their AI interactions, thus enhancing both their learning and problem-solving capabilities.

El artículo presenta una revisión narrativa sobre el tema de alta dotación, talentos y creatividad en la educación primaria. Se revisaron los principales modelo teóricos explicativos del fenómeno de la superdotación estudiantil, desde la perspectiva psicométrica que pone énfasis en las habilidad cognitivas objetivas y el modelo psicosocial que ofrece un enfoque integral. Se hace una revisión y contraste de principales teóricos sobre esta línea de investigación como lo modelos de Renzulli, Gagné, Mönks y Van Boxtel, Gardner, y Sternberg. Se concluye que los enfoque más aceptados actualmente están asociados a la perspectiva de inteligencias múltiples de Gardner y el modelo triárquico de Sternberg con énfasis en inteligencia analítica, creativa y práctica. una comprensión completa de la superdotación, que considere aspectos cognitivos, emocionales y sociales, resultará en prácticas educativas más equitativas y eficaces que permitirán el desarrollo pleno de todos los estudiantes. Se recomienda desarrollar programas de capacitación que capaciten a los docentes y directivos escolares en la identificación y apoyo de estudiantes con altas capacidades, basados en las teorías de inteligencias múltiples de Gardner y el modelo triárquico de Sternberg.

Giftedness is understood as a fundamental concept (paradigm) of modern education. It is proven that a child under the age of 5-6, as a predominantly right-hemisphere human being with a plastic psyche, vast emotional-sensory resources, highly dynamic mental processes, and metabolism, is a multifaceted gifted human being. Giftedness, as an emergent essence (arising, according to a synergetic view of the issue, as a systemic property of the whole), can be "unlocked" and actualized through certain educational/developmental procedures. In this context, it is appropriate to discuss the "basic genius" of each child, which researchers refer to as the "principle of sacredness", inherent in every child enabling them to pursue great goals in life. The realization of this principle largely depends on the structure and content of the socio-pedagogical environment in which the child exists. Accordingly, the "release" of a child's sacred potential (child’s genius potentiality) in adulthood may occur under critical life conditions/situations. It has been determined that giftedness, in some sense, is related to such characteristics as genius, creativity, talent, and others, which can be differentiated in the context of the dichotomy "actual-present" (present situation) – "potential-possible" (prospective). Childhood itself can positively influence an adult person capable of activating this state. In this regard, we refer to the methodology of infantilization as a psychologically positive regression into childhood, which significantly enhances the educational process. It is concluded that developmental-pedagogical impact on the neural structure of the human brain can leave imprints on the genetic structures of an individual, potentially transmitting these effects to future generations through inheritance.

This article presents a new, systems theory of creative giftedness. The system has three major parts: the person, the ecological context in which the person operates, and the creative contributions that the person makes. Creative giftedness thus is seen as an interaction between the person, the ecological context, and the tasks that the individual undertakes within that context. Suggestions are given as to how to develop creative giftedness within this theoretical approach.

The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI–DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI–DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.

В настоящей статье обсуждаются возможности дополнительного образования детей в Казахстане для более полного раскрытия их потенциала. В работе отражены преимущества и эффекты дополнительного образования детей в индивидуализации образовательной траектории. Рассматриваются и предлагаются способы…

В публикации показаны результаты эмпирического исследования стрессоустойчивости одаренных подростков. Представлена батарея методик для идентификации подростков с общей одаренностью на основе модели Дж. Рензулли; описаны эмпирически факты о стрессоустойчивости одаренных подростков и различиях в стрессоустойчивости у одаренных подростков и подростков, у которых общая одаренность не вывялена.

본 연구에서는 사회적 취약계층 초등영재 학생들을 위한 온라인 STEM 교육에 참여하고 있는 학생들의 담임교사들이 이 학생들을 위한 온라인 영재교육을 어떻게 인식하고 있는지를 조사하여 보다 효과적인 온라인 교육 지원 방안을 찾는 데 그 목적이 있다. 이를 위하여 사회적 취약계층 초등영재 STEM온라인 영재교육에 참여하고 있는 학생들의 담임교사 25명을 대상으로 교육 운영에 대한 만족도, 온라인 교육 지원 방안 및 온라인 교육과 병행할 오프라인 교육 등에 대한 의견을 조사하였다. 그 결과, 담임교사의 경우 학교 현장에서 학생들이 온라인 STEM 교육 참여 현황을 공유하고 안내하는 역할 정도로 온라인 영재교육에 대한 최소한의 참여를 선호하였고, 교육내용의 난이도를 조절, 컴퓨터 사용 지원, 학생들의 교육성과 교류, 우수학생 특별 심화반 운영, 담임교사 워크숍 등을 원하는 것으로 나타났다. 이를 통해 온라인 STEM 교육에서는 멘토의 역할이 중요하며, 담임교사의 역할을 최소화하고, 학생들이 활발하게 참여할 수 있는 다양한 오프라인 프로그램이 개발되어야 함을 알 수 있었다.