CONTEMPORARY CHALLENGES AND PEDAGOGICAL STRATEGIES IN EDUCATING GIFTED STUDENTS
Keywords:
gifted students, teaching, pedagogical strategies, individualized approach, educational systemAbstract
The phenomenon of giftedness is increasingly capturing the attention of contemporary pedagogical science and teaching practice. The educational needs of gifted students exceed standard instructional frameworks, requiring an individualized approach, flexible teaching strategies, and continuous support to fully utilize their talent. The significance of addressing this issue lies in its contribution to the optimal implementation of the teaching process and the establishment of a foundation for future educational innovations. The focus is placed on questions regarding the nature, origins, and manifestations of giftedness, as well as its identification, stimulation, and development, which represent key challenges in this field. This paper critically analyzes relevant literature to examine the challenges of working with the gifted student population, with particular emphasis on the importance of modern teaching strategies in their identification and early development. The aim of this study is to explore existing pedagogical approaches to working with gifted students through theoretical analysis, with a special focus on the role of contemporary teaching in fostering and developing their potential. The paper provides a comprehensive overview of current research, existing teaching practices, and theoretical concepts related to giftedness. The methodological framework of the study includes descriptive, theoretical, and comparative methods, along with content analysis techniques. The results highlight the necessity of providing professional support to teachers, as well as the importance of collaboration among educators, parents, and the broader community in the process of encouraging and nurturing giftedness. The established research findings underscore the importance of developing creative thinking and critical analysis as fundamental competencies that should be fostered through the teaching process when working with gifted students. Improving educational practices in the field of gifted education requires an integrated approach that includes systemic support for teaching staff, the implementation of innovative learning strategies, and the creation of conditions in which gifted students can fully develop their potential and contribute to societal progress. The conclusions drawn in this study offer a contribution to a deeper understanding of the role of the educational system and provide recommendations for improving teaching practices to create optimal conditions for the growth and advancement of gifted students.
References
Akgül, G. (2021). Teachers’ metaphors and views about gifted students and their education. Gifted Education International, 37(3), 273-289. https://doi.org/10.1177/0261429421988927
Bakovljev, M. (1998). Didaktika. Beograd: Naučna knjiga.
Biuk, V. (2021). Daroviti učenici kao didaktičko-metodički izazov u nastavi geografije (Master's thesis). University of Zagreb, Faculty of Science. Retrieved from https://urn.nsk.hr/urn:nbn:hr:217:176928
Čudina Obradović, M. (1991). Nadarenost – razumijevanje, prepoznavanje, razvijanje. Zagreb: Školska knjiga.
Erdeš Babić, N., & Mirosavljević, A. (2021). Mogućnosti implementacije učinkovitih pristupa u radu s darovitim učenicima. Acta Iadertina, 18(1), 47-73.
García-Martínez, I., Gutiérrez Cáceres, R., Luque de la Rosa, A., & León, S. P. (2021). Analysing educational interventions with gifted students: Systematic review. Children, 8(5), 365. https://doi.org/10.3390/children8050365
Ivarsson, L. (2023). Principals’ perceptions of gifted students and their education. Social Sciences & Humanities Open, 7(1), 100400. https://doi.org/10.1016/j.ssaho.2023.100400
Jovanović, M. (2022). Osnovi didaktike. Niš: Filozofski fakultet.
Koren, I. (1990). Nastavnik i nadareni učenici. Beograd: Arhimedes.
Lenvik, A., Jones, L. Ø., & Hesjedal, E. (2022). Teachers’ perspective on gifted students with extraordinary learning potential in Norway: A descriptive study with primary and secondary teachers. Gifted and Talented International, 37(2), 163–172. https://doi.org/10.1080/15332276.2022.2138796
Maker, C. J., Zimmerman, R., Gomez-Arizaga, M. P., Pease, R., & Burke, E. M. (2015). Developing real-life problem solving: Integrating the discover problem matrix, problem based learning, and thinking actively in a social context. In Applied practice for educators of gifted and able learners, 131-168.
Mijatović, M., & Blagojević, V. (2022). Uloga nastavnika u radu s nadarenim učenicima. NIR, 21, 85–94.
Mikanović, B., & Budimir Ninković, G. (2024). Daroviti učenici – kako ih prepoznati i kako sa njima raditi u razrednoj nastavi. Visoka strukovna vaspitačka i medicinska škola u Vršcu. 30 godina o darovitosti / 30 years on giftedness, 160–174.
Renzulli, J. (1986). The Three-Ring Conception of Giftedness. Gifted Child Quarterly, 29(1), 78-87.
Sternberg, R. J., & Davidson, J. E. (2005). Conceptions of Giftedness. Cambridge University Press.
Vrbanović Lisac, D., Radanović, I., & Šimić Šašić, S. (2023). Prilagodba nastavnog procesa darovitim učenicima u području prirodoslovlja. Educational Biology, 9, 47-55. https://doi.org/10.32633/eb.9.5
Zajić, J. O., Maksimović, J., & Krstić, J. (2021). Teorijsko-saznajno-aplikativni pristup proučavanju darovitih učenika iz perspektive nastavnika [Theoretical-cognitive-applied approach to the study of gifted students from the teachers' perspective]. Unapređenje kvalitete života djece i mladih, 109-118.
