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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)

The current study aimed to explore the impact of an artificial intelligence enrichment program on enhancing twenty-first-century skills and academic integrity among gifted middle-grade students. Sixty-six students (34 in the experimental group and 32 in the control group) from Saudi Arabia were chosen to participate in the program. A twenty-first-century skills scale and an academic integrity inventory were applied at the beginning and end of the program. Repeated measures of analysis of variance (ANOVA 2 X 2) between subject factors in experimental and control groups and within-subject factors in pre-and post-tests were used to determine the effects of the artificial intelligence enrichment program on the development of twenty-first-century skills and academic integrity. The results revealed that the interaction between groups and time was significant for all twenty-first-century skills and academic integrity dimensions. Also, the effect size of interaction for all variables was large. Recommendations were made for further promotion and development of the program and its re-implementation in various educational stages and with multiple samples, as well as for training for teachers to employ artificial intelligence and twenty-first-century skills in classroom and non-classroom activities.

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.

Universities aspire to comply with the Law and serve high intellectual ability (HIA) students in an attempt to improve equity and inclusion. The objective of this study is to identify the institutional structure of resources and support actions for university students with high intellectual abilities, in the case of Spanish public universities. The study method used is exploratory documentary research. It consists of the collection and analysis of information, extracted through a questionnaire, from the content of the web pages of the 50 public universities. The results show that more than half of the supports and actions are structured within the student Vice-Rectorships and in Units called diversity or inclusion. Only one tenth of Universities makes explicit reference to HIA students, although one university in three (34%) does indicate having specific programs or actions. An effort is recommended in personalized tutoring and involving HIA students in research projects, while offering training and support to teachers.

The current paper aimed to estimate the network structure of general psychopathology (internalizing and externalizing symptoms/disorders) among 239 gifted children in Jordan. This cross-sectional study with a convenience sampling method was conducted between September 2023 and October 2024 among gifted children aged 7-12. The Child Behavior Checklist (CBCL) was employed to assess six symptom clusters: conduct problems, attention-deficit/hyperactivity disorder (ADHD), and oppositional defiant problems as externalizing symptoms, and affective problems, anxiety issues, and somatic complaints as internalizing symptoms. We used the network analysis perspective by graphical least absolute shrinkage and selection operator (gLASSO) and the Extended Bayesian Information Criterion (EBIC). These methods were used to determine network structure and important nodes in the estimated network. "Sleeps less" (centrality strength = 2.04, edge weight = 0.33) was the central symptom in the affective cluster. In contrast, "worries" (centrality strength = 1.89, edge weight = 0.28) and "headaches" (centrality strength = 2.35, edge weight = 0.41) were pivotal in the anxiety and somatic clusters, respectively. The findings suggested that these symptoms had critical roles in the context of the general psychopathology among gifted children. Accordingly, the mentioned symptoms should be assessed and targeted among gifted children. Future studies could evaluate the results of targeting these symptoms on gifted children's well-being and daily functions.

The scientific literature and previous research show that families of gifted children tend to compensate for the deficits in meeting the educational needs of the group, making use of a multitude of resources and extracurricular activities. The objective of this study is to quantify and measure the amount of these curricular activities and their impact on the quality of life of families of gifted children compared to families of non-gifted children. The methodology is a survey experiment involving 160 families in Seville: 80 families with gifted children (experimental group) and 80 families with non-gifted children (control group). The results show that gifted children attend almost twice as many extracurricular activities per week as their non-gifted peers, and the cost to their families is four times higher. This is perceived by mothers of gifted children as detrimental to their quality of life and overburdens their free time, as measured by the GENCAT and ZARIT scales.