Global Insights in Giftedness Research: Mapping Current Characteristics and Challenges

Abstract

Identifying gifted students in the current complex context demands precision in both the definition of the concept and its constituent characteristics. However, there are discrepancies worldwide in the instruments established to diagnose gifted students.  A systematic literature review (SLR) was conducted to identify the most representative characteristics of this profile.  A database of 676 articles from Scopus and WoS was analyzed, of which 37 were screened for further study using a content analysis approach. The study focused on answering two research questions aimed at understanding (1) the predominant characteristics of giftedness identified in global research from 2012 to 2024, and (2) the challenges and barriers in current gifted education research and practice around the world. These aspects were addressed through a series of disaggregated questions distributed into four categories: publication metrics, study methodology, giftedness identification and support, and technology used. Correspondingly, the main findings were a) there are still no standardized measures by which gifted individuals can be identified; b) teacher training is instrumental in the development and identification of gifted profiles; and c) The very nature of giftedness research limits the generalizability of its findings. It was concluded that emotional intelligence had influence on giftedness.  Challenges identified include discrepancies in diagnosis instruments and the impact of cultural and socioeconomic factors on gifted education.