This review examines the landscape of gifted and talented education (GTE) in the United Arab Emirates (UAE) by exploring theoretical frameworks, models, assessment tools, and teacher professional development initiatives. Studies published within the last 15 years (2008-2023) addressing various educational systems, including those of Finland, the United Kingdom, the United States, and Singapore, were analyzed. This review highlights the need for a multifaceted approach to GTE in the UAE, including a robust theoretical model, inclusive policies, effective assessment methods, and ongoing stakeholder collaborations. Addressing the identified challenges and implementing effective strategies can help gifted and talented learners in the UAE achieve their full potential and meaningfully contribute to society.

Gifted and Talented Education (GTE) continues to face complex theoretical and practical challenges in the context of international inclusive education policy. These challenges are related to teacher preparation to support gifted learners, the adoption of assessment tools, and contemporary models to identify and support gifted and talented learners in the K-12 system. GTE is related to the education of students who excel in one or more of the following areas: However, scholars in this field have not agreed on a common definition (Al Ghawi, 2017; Elhoweris et al., 2022; Garces-Bacsal et al., 2023; Ismail et al., 2022). For instance, the Ministry of Education of the United Arab Emirates (UAE) defines gifted and talented learners as those who express “outstanding ability, or a great deal of willingness in one or more areas of intelligence, creativity, or academic achievement or special talents and abilities such as oratory, poetry, drawing, handicrafts, sports, drama, or leadership capacity” (UAE Ministry of Education, 2015, p. 20). Particularly in the UAE, students with special education needs were educated in separate schools and centers under the segregation model until the enactment of federal law no. 29 in 2006 (Gaad, 2010). The 2006 law emphasized the right to educate all learners, including those who were gifted. However, in 2009, the 2006 law was amended, reflecting a new philosophical perspective toward educating all learners together in the mainstream classroom (Ministry of Social Affairs, 2006, 2009). This amendment was followed by various policies and initiatives across the UAE, such as the development of gifted and talented students’ skills in 2008 by the Ministry of Education and the School for All initiative in 2010, along with various ministerial resolutions implemented for the same purpose.  

Our project consists of two phases. In the first phase, we will conduct a comprehensive literature review to understand the current state of gifted and talented education in the UAE. This will involve reviewing relevant research studies and analyzing documents such as policies and models. The second phase involves conducting interviews and focus groups with various stakeholders, including decision-makers, parents, teachers, and principals who work with gifted and talented students. This proposal specifically focuses on the first phase for conducting a comprehensive literature review. The aim of this study is to thoroughly examine the existing research and literature on GTE in the UAE and globally. By conducting a detailed literature review, we seek to gain a deep understanding of the current state of GTE and identify key trends, gaps, and best practices.

To achieve the objective of this study, we have chosen a semi-systematic literature review methodology, as proposed by Snyder (2019). This approach allows us to examine the existing body of research on Gifted and Talented Education both in the UAE and globally. By doing so, we aim to develop an advanced model for GTE specifically tailored for the UAE context.

Several electronic databases, including PsycINFO, Web of Science, ProQuest (all databases), PubMed, Science Direct, and ERIC, were queried to ensure a comprehensive search across various disciplines and fields. To capture a wide range of relevant studies, a combination of free-text terms with truncation and Boolean operators was used. The search terms included "gifted," "talented," and "Gifted and Talented Education." By employing these terms, the aim was to retrieve studies that specifically addressed GTE research. In addition to electronic database searches, cross-referencing was implemented to enhance the comprehensiveness of the search. The reference lists of identified studies were reviewed to identify any additional relevant sources that may not have been captured in the initial database search. Inclusion and exclusion criteria This review focuses on studies published within the last 15 years (2008-2023) that address the following areas related to gifted and talented education (GTE): theoretical frameworks, models, assessment tools, and teacher professional development. Studies were included from diverse educational settings, including Finland, the United Kingdom, USA, and Singapore, to provide a broader understanding of GTE practices globally. Excluded studies were those published outside the timeframe, not relevant to the identified areas of focus, lacking a focus on GTE, or conducted outside of an educational context. This carefully curated selection ensures the review remains focused and relevant, while still allowing for the inclusion of influential and significant studies in the field of GTE. Data extraction Studies that met the inclusion criteria will be summarized in terms of (a) author, (b) study location, (c) participants (number and ages in years), (d) purpose, (e) study design (e.g., qualitative, quantitative, mixed methods), (f) key findings, (g) limitations, and (h) implications for practice and research. This information will be displayed in a table.

The systematic literature review conducted provided valuable insights into GTE in the UAE. The review has served as a foundation for developing a more nuanced understanding of GTE in the UAE context, informing the development of a theoretical model that aligns with current GTE practices in UAE schools, and establishing a framework for inclusive education policies that address the evolving needs of gifted and talented learners in the digital age. It has been recognized that gifted and talented learners, regardless of their race, ethnicity, or socioeconomic status, require educational resources tailored to their unique characteristics. However, students from diverse cultural backgrounds or those living in poverty may face limited opportunities to improve their skills and may not perform well on standardized tests. To address this, it is crucial for teachers in GTE to seek guidance and mentorship from experienced multicultural specialists, particularly in the UAE, to better understand students' differences and provide the necessary support and quality teaching that meets their needs. The review has highlighted the importance of intrinsic characteristics and the social environment, including the classroom, school, and family, as key factors influencing the academic motivation of all children, including those with high intellectual ability. It has also revealed that many students in GTE are being overlooked, leading to systematic disparities and segregation among students who may otherwise be identified as gifted and could benefit from gifted education services. Furthermore, the review has identified the reliance on ability assessment tests as the sole tool for identification in GTE, despite warnings from research studies about the limitations of this approach. The findings emphasize the need for strategic planning, effective policies, and collaboration among educational institutions, government entities, and industry stakeholders in the UAE to address these challenges and ensure the development of gifted and talented education.

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