Gifted Education in Saudi Universities: Policies, Practices, and Cultural Influences: Benchmarking Best Practices
Keywords:
Benchmarking; gifted student; gifted education; qualitative-analytical; Saudi universitiesAbstract
This study explores the current status of gifted education in Saudi universities by analyzing institutional policies, identification practices, and empowerment systems. Using a unique methodological approach that combines qualitative analysis with international standards, the research was based on data from semi-structured interviews with 100 university representatives (46 male and 54 female), as well as an analysis of official university documents and websites. Using a dual-methodological framework, this study provided in-depth insights into institutional perceptions and a comparative analysis with global practices in leading universities and centres in gifted care. The study results revealed disparities in policies and procedures for identifying and nurturing gifted students at Saudi universities. The most significant challenges included the absence of a unified national definition of giftedness, limited tools for identifying gifted students, poor faculty training, and a lack of interest in students with artistic or creative talents. These gaps are further shaped by cultural and institutional influences. Comparisons of Saudi university practices with global models highlight vital areas for institutional reform and offer recommendations for developing a comprehensive and culturally consistent framework for gifted education in Saudi universities.
https://doi.org/10.26803/ijlter.24.11.28
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