Gifted education in Lebanon: Re-examining the role of educational and learning capitals

Abstract

This theory-based article explored the role of educational and learning capitals in the education of gifted learners in Lebanon. The article introduced the educational system in Lebanon, the impact of the Syrian crisis, refugee challenges to gifted education in Lebanon, the conception of giftedness, expenditures on schools, and higher education institutions. The paper provided a comprehensive categorization of learning resources including ten educational and learning capitals in relation to gifted education in Lebanon. Evidence-based literature was constructed on each of the educational and learning capitals. Several conclusions and implications were introduced in relation to gifted education expenditures, gifted conceptions and identification, gifted teacher preparation, and gifted learning resources management.

Keywords:

• giftedness
• learning resources
• educational capital
• learning capital
• refugees
• Lebanon

PUBLIC INTEREST STATEMENT

The education of the gifted in Lebanon encounters several challenges. First, there is no governmental mandate or official educational policies to serve gifted learners in public and private education sectors. Second, there is a lack of understanding of the concept of giftedness in schools and higher education institutions. Third, there is a lack of diagnostic and assessment tools in Arabic for the identification of gifted children. Fourth, several populations of gifted children are neglected and marginalized, such as twice-exceptional children, and gifted refugees. Fifth, there is a lack of pre-service and in-service academic and professional programs on gifted education in Lebanese higher education institutions. Sixth, there is a lack of services, resources, and facilities for gifted children. Seventh, there is a lack of governmental and non-governmental funds for projects and special programs for gifted learners. Initiatives for serving gifted learners are mostly implemented in the private education sector.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author received no direct funding for this research.

Notes on contributors

Anies Al-Hroub

Anies Al-Hroub is an Associate Professor of Educational Psychology and Special Education. Al-Hroub has earned his Ph.D. and MPhil in Special Education (Twice-Exceptionality/Gifted with Learning Disabilities) from the University of Cambridge and his M.A. (Special Education) and B.A. (Psychology) from the University of Jordan. He was a Visiting Scholar at the University of Connecticut (2018–19), the University of Cambridge in 2010, and the School of Advanced Social Studies (SASS) in Slovenia. His publications appeared in leading international gifted and special education journals in addition to three published books entitled, “Theories and programs of education for the gifted and talented” (Shorouk, 1999), “ADHD in Lebanese schools: Diagnosis, assessment and treatment” (with H. Berri) [Springer, 2016], and “Giftedness in Lebanese Schools Integrating theory, research, and practice” (with S. El Khoury) [Springer, 2018]. Al-Hroub’s research interests focus on marginalized, vulnerable, and underrepresented populations and gifted populations, such as exceptional, twice-exceptional, and refugee learners.