Gifted education in United Arab Emirates: Analyses from a learning-resource perspective

Ismail, Sadiq Abdulwahed Ahmed; Alghawi, Mariam Ali; Alsuwaidi, Khalifa Ali

doi:10.1080/2331186x.2022.2034247

Cited by 13 publications

(11 citation statements)

References 35 publications

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“…The majority of them hold degrees in humanities and general education. In the same regard, Ismail et al (2022) noted that although teachers of gifted students in the United Arab Emirates should possess a degree in gifted education to meet their needs, the results of this research reveal that only 9% of teachers in the sample study do. The majority of them hold degrees in humanities and general education.…”

Section: Discussionmentioning

confidence: 75%

Evaluating gifted students’ perceptions of the characteristics of their effective teachers

Aboud

2023

Front. Educ.

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Due to the special needs of gifted students, it is crucial that their teachers are carefully selected in order to give gifted students the greatest educational experience. The study involved 120 teachers from Saudi Arabia, Bahrain, and the United Arab Emirates along with 300 gifted students, both males (n = 144) and females (n = 156). Teachers of gifted students involved in the study were asked to complete the Preferred Teacher Characteristics Scale (PICS); additionally, teachers filled out a background questionnaire. While gifted students responded to three open-ended questions, The findings corroborated the idea that gifted students perform better in an environment where their teachers’ personalities are evident. This finding was in line with the preferences of teachers as measured by the PCIS scale, which revealed that students tended to value teachers more for their personal characteristics than for their professional ones. Many personal characteristics were highly regarded by the gifted students, who in this study believed they contributed to a teacher’s effectiveness. Personal integrity, tolerance, tenderness, friendliness, a sense of humor, and an openness to new experiences were among these characteristics.

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Section: Discussionmentioning

confidence: 75%

Evaluating gifted students’ perceptions of the characteristics of their effective teachers

Aboud

2023

Front. Educ.

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“…Further, it is suggested to make use of technology support to link gifted children with experts at the state and national levels. In UAE, where schools do not have separate provisions for mentoring gifted students, Ismail SAA et al (7) reported that usually, gifted students seek help on the premises of specialized centres or associations that offer services and programs and have facilities and equipment for gifted students to practice and develop their potential. However, staff in such centres have very limited knowledge and training in gifted education and mentoring students with different talents.…”

Section: Discussionmentioning

confidence: 99%

“…They employed methods of weekend classes, summer and winter residential workshops on contemporary topics, monthly lecture series and an annual exhibition of selected project work for mentoring. Ismail SAA et al (7) reported that UAE uses Hamdan Giftedness Test (HGT) to identify gifted students and for mentoring short and long term enrichment programs are conducted at different times such as after school, at weekends, short and long holidays, etc. In addition, they have established a Global Talent Mentoring Hub (GTMH), a virtual platform to serve and support the international community of gifted students to cultivate their talents in STEM (science, technology, engineering, and math, including medical sciences).…”

Section: Introductionmentioning

confidence: 99%

Innovative Science Practices for Mentoring Potentially Gifted Students in India

Tyagi¹

2022

IJST

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Objectives: India's National Education Policy 2020 has a mandate to nurture the excellence of gifted students. Mentoring of gifted is the most important aspect of this program. This article reports innovative science pedagogical practices developed for mentoring potentially gifted students in the Indian educational school setup. Methods: For mentoring, DIMP (Developmental Identification and Mentoring Program) tools were used to identify the potentially gifted students from various parts of India. The students were from age group 11-15 years corresponding to class sixth to tenth. In workshop mode, more than ten mentoring sessions following innovative science practices were organized at the University of Delhi with around 50 participants in each session. These innovative science practices were also discussed with teachers during their orientation programs. Findings: Gifted students show unmatched interest and capabilities in a particular subject. These students can do wonders if their talent is discovered at an early stage and nurtured well. The pedagogical needs of gifted students are very different and have to be tackled differently. Mentoring such students is a challenging task. As the gifted children are keen observers, exceptionally curious, very focused and highly imaginative, their pedagogical needs cannot be met with regular and usually practised mentoring methods. This article reports four innovative science pedagogical practices implemented for mentoring potentially gifted students. These pedagogical innovations helped in generating academic interest and curiosity for new and independent learning among students. If every teacher during his tenure of teaching develops one or two or more such innovative pedagogical methodologies a compilation of these can act as a good resource for mentoring gifted students. Novelty: The innovative mentoring practices provided gifted students with the opportunities to reflect on their ideas, brush up on their analytical skills, strengthen their critical and creative thinking capacities, and demonstrate initiatives.

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“…Following the 2008 educational policy in the UAE, the Ministry of Education formulated the country’s educational strategy goal of 2010–2020, which was a student-centered approach to education [ 19 , 40 ]. The strategic plan emphasized that every student with an exceptional learning need requires individualized education to enable them to achieve their learning goals.…”

Section: Introductionmentioning

confidence: 99%

“…The strategic plan emphasized that every student with an exceptional learning need requires individualized education to enable them to achieve their learning goals. Additionally, the Ministry of Education launched the flagship gifted education enrichment program entitled the “Development of Gifted and Talented Students’ Skills.” During the 2014 calendar year, the program underwent restructuring and was rebranded the “Integrated System to Identify and Care for Talents.” Schools were expected to encourage high achievers to investigate social problems and use innovative problem-solving approaches to solve them [ 40 ].…”

Section: Introductionmentioning

confidence: 99%

The nexus between the attitudes and self-concepts of gifted students in an Arab context

Opoku,

Moustafa,

Alsheikh

et al. 2024

PLoS ONE

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Background The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen’s theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates. Methods The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28. Results The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported. Conclusion The study’s limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.

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Gifted education in United Arab Emirates: Analyses from a learning-resource perspective

Cited by 13 publications

References 35 publications

Evaluating gifted students’ perceptions of the characteristics of their effective teachers

Evaluating gifted students’ perceptions of the characteristics of their effective teachers

Innovative Science Practices for Mentoring Potentially Gifted Students in India

The nexus between the attitudes and self-concepts of gifted students in an Arab context

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