Evaluating the status of gifted education in the Gulf cooperation Council Countries

Abstract

The aim of this study is to highlight the current status of gifted education in the Gulf Cooperation Council countries. Based on articles, books, and projects on gifted education published in these countries, besides relevant information gleaned from semi-structured interviews with 120 gifted education teachers (male = 53, female = 67), the researcher gathered structured data on gifted education policies and initiatives in the targeted countries. The qualitative-analytical approach was used to analyze the responses of teachers in semi-structured interviews, documents, and literature. The descriptive-analytical method was used to characterize the demographic data that the researcher obtained from the teachers. The study’s results revealed the differences between the Gulf Cooperation Council countries’ policies and procedures for identifying and nurturing gifted students. There were also weaknesses related to the absence of a common definition of giftedness, a dearth of tools to identify gifted students, the deficiency of programs to prepare teachers for teaching gifted students, and finally, the deficiency of programs for the artistically gifted due to cultural considerations.

Keywords:

• Evaluation
• gifted education
• the Gulf Cooperation Council countries
• qualitative-analytical
• demographical information

1. Introduction

As the need for highly qualified professionals in every industry grows in the Gulf Cooperation Council countries (GCC), many highly capable and accomplished students are left to fend for themselves, leaving success to chance (Alfaiz et al., 2022; Hamdan et al., 2022). While there are some specific areas where the GCC countries have achieved success, more has to be done to fully meet the educational needs of the best students in K–12 schools (Ismail et al., 2022). Improvements have been made in various GCC countries, including the development of dual enrollment opportunities and an increase in services like summer programs. It is still implausible to claim that all gifted students receive the necessary and deserving education. In fact, many GCC countries lack the fundamental information regarding gifted students and teachers needed to create high-quality programs (AlKandari, 2020; Marzouk & Muhammad, 2020; Mohammad et al., 2020). The institutionalization of gifted education depends on national strategies for recognizing and supporting gifted students. To guarantee that gifted students at various developmental stages of their lives receive fair and adequate treatment, numerous policies have been implemented in numerous countries (; AlGhawi et al., 2017).

One of the alphabets in the field of giftedness states that the process of identification and detection, planning the specifics of its procedures, and assigning its tools (tests and measures) according to its stages cannot begin until several factors have been taken into account, the most significant of which is the adoption of a formal and operational definition of the gifted. One of the most significant issues with gifted programs in the GCC countries is the general and broad definition of the concept of the gifted, which is often taken directly from a book without connecting the choice to the needs and vision of society (Alqadhi, 2016a). The operational definition of a gifted student in this study is anyone who exhibits exceptional ability or capabilities and unusually high performance in comparison to his age group in one or more of the intellectual, academic, creative, leadership, or technical fields, as demonstrated by his performance on tests or standards related to his distinction and approval in his country so that his performance is in the top 10% of his peers in the school or organization.

Given the paucity of data on gifted education, it is exceedingly challenging to pinpoint critical needs and begin making plans accordingly. The current study was carried out at the appropriate time to aid in improving our comprehension of the state of gifted education in the GCC countries (Hassan, 2015; Muammar, 2019).

Basically, what is the current status of gifted education in the countries that make up the GCC? This might be the major research question used to achieve this purpose. The researcher assessed the experiences of GCC countries in gifted education and highlighted their strengths and weaknesses to improve GCC countries’ experiences in the area of gifted education.

2. Purpose and research questions

The study aimed to shed light on gifted education practices in the GCC countries based on articles, books, and projects on gifted education published in these countries, as well as relevant information gleaned from semi-structured interviews with gifted education teachers that may enhance the development of programs, services, and policies in these countries. The research was guided by the following questions:

• How effective is gifted education in GCC countries?

• What are the positive and negative aspects of programs offered for gifted learners?

• Do gifted students’ teachers perceive sufficient training to meet gifted students’ needs in GCC countries?

• Are there validated and reliable tools and measurements for identifying gifted students in your country?

3. Research importance

Policies and practices for identifying and nurturing gifted students in the GCC countries were the main subjects of this study. Fundamentally, this study has double significance because it is the first of its kind in the country and will fill a gap in the existing literature according to the researcher’s knowledge. It is focused on evaluating gifted education systems in all GCC countries without exception and identifying strengths and weaknesses in each of them to provide recommendations for creating a vision, policy, and strategy to help and support the gifted. Most studies focused on evaluating the current status of gifted education in one country of the GCC, such as 2022) study, which focused on the current status of gifted education in Saudi Arabia; 2017) study, which investigated gifted education in the UAE; 2022) study, which tries to evaluate the UAE’s status of gifted education; and Mohamad et al.‘s (2020) study, which tries to evaluate Oman’s status of gifted education. Additionally, by employing a quantitative and qualitative approach to gain more comprehensive information about GCC’s status in gifted education, the study will be better able to narrow its scope and breadth, gather relevant data, and produce useful findings. Furthermore, because they are based on a tightly focused research design, the results of this type of study can offer decision-makers practical insights.

4. Literature review

4.1. Gifted education in Saudi Arabia

Gifted programs in Saudi Arabia aim to encourage gifted students to learn as well as satisfy their natural tendencies and interests and meet societal needs. The goals of these programs differ depending on the type of program. Gifted education centers, for example, aim to provide specialized scientific enrichment programs, spread the culture of giftedness in the local community, provide a well-equipped environment capable of motivating students to be scientific and creative individuals, and provide psychological and social counseling (Alamiri, 2020). There are numerous resources available for gifted students (Almer & Phillipson, 2020). For example, the Ministry of Education has established 91 gifted education centers throughout the Kingdom for gifted students. These facilities are outfitted with a variety of devices and tools, such as labs, computers, and internet access (General Administration of the Gifted, 2019). King Abdulaziz and his Companions Foundation for Giftedness and Creativity (Mawhiba), on the other hand, have formed alliances with universities, research institutions, and private schools to provide students with access to libraries, labs, and recreation centers. Furthermore, Mawhiba has devised a strategy for translating gifted education books for specialists and making them freely available on its website (Mawhiba, 2022). Additionally, the National Center for Assessment (Qiyas) is in charge of distributing an intelligence test across the country, and the Ministry of Education (MOE) plays a significant role in the identification of gifted students and providing them with organized services through numerous gifted centers. Additionally, the MOE offers acceleration programs for students who have outstanding intellectual prowess. Students can choose between two types of gifted education programs: enrichment and acceleration (Ministry of education in Qatar, 2023). In 2022, the Ministry of Education employed 4577 gifted education teachers (53.68% males and 46.32% females). In the same year, there were 348 gifted education supervisors (48.85% males and 51.15% females). (General Administration of the Gifted, 2022; Mawhiba, 2022). The Saudi Arabian environment for gifted education has, to a large degree, been characterized by a thorough but not integrated approach (Aljughaiman et al., 2009). Despite Saudi Arabia’s considerable political support for gifted education, the country still needed national legislation to unify efforts and standardize the quality of services (Burstow, 2018).

4.2. Gifted education in the United Arab Emirates

The UAE has put in place a productive educational system to address the diverse needs of its younger generations, including those of students with special needs, high achievers, and gifted individuals. This system’s major objective is to provide each student with a proper learning environment so they can benefit from the various opportunities and programs that match their abilities (). Students with exceptional abilities are given the chance to accomplish extra or unusual work while completing the conventional curriculum with their peers in school. Most attempts to encourage gifted and talented students in schools are focused on particular sorts of enrichment programs to meet the requirements of the more capable students and help them develop their skills and abilities (Ismail et al., 2022).

The UAE’s general education policy stresses the need to guarantee everyone’s access to education (Ministry of Education, 2020). Instead of receiving education in separate classrooms, those with special needs, including gifted children, attend regular classes with other students (Ministry of Education, 2020). While completing the standard curriculum alongside their peers in school, students with high ability are given the chance to complete additional or different tasks.

On the other hand, high school students are divided into three tracks based on their success in math and science (Elite Track, Advanced Track, and General Track). Higher-scoring students in science and mathematics are assigned to the Elite Stream, where they are exposed to cutting-edge learning opportunities and materials to maximize their potential in these fields. There is a fourth stream known as the vocational or technical track (Arab Center for Educational Research for the Gulf Countries, 2020).

4.3. Gifted education in Oman

Gifted education in Oman began in 2008 when the Ministry of Education (MOE) changed its hierarchical structure to include a department for gifted education. Before that, the MOE had no special programs for gifted students. There were activities, competitions, and local and international participation opportunities for all students, including gifted students. The Department of Gifted Education was established in 2008 to develop a comprehensive gifted education strategy. This strategy was developed by experts from the MOE or external partners in the country and took a long time to be recognized by Oman’s Education Council. When it first opened its doors, the Gifted Education Department provided workshops and awareness programs for school principals, vice principals, psychological counseling specialists, social workers, and school administrators to educate them about educating gifted students, enrichment programs, and identification and assessment. These workshops and programs were held over three years. The department discontinued these training workshops in 2011 because the benefits to recipients were insufficient. Another reason was that the department lacked professionals and did not have branches or offices in any of the country’s countries. According to the available resources and nomination instruments, the department then began to implement special programs for gifted students in the fields of information technology, innovation programs, and programming languages (Hamdan et al., 2022).

4.4. Gifted education in Qatar

Qatar’s experience with gifted education is the most recent of the GCC countries. Gifted education affiliated with pre-university education at the Qatar Foundation for Education, Science, and Community Development embraces 260 academically gifted students in Qatar Foundation schools, 75% of whom are Qataris. About 500 students in Qatar Foundation schools are tested annually to identify the gifted. Gifted students are attached to a special place to learn and interact with their peers. The Gifted Sponsorship Program is offered for grades 3–6 (from 9–12 years old) in cooperation with the Johns Hopkins Center for Gifted Youth, where nearly 90% of the seats are occupied: 75% of students the attendees are from Qatar Foundation schools, while 25% of the students are from other schools within the Qatari community. To ensure that all gifted children in Qatar’s schools are discovered and supported, even those whose instructors may not be aware of their giftedness, the survey procedure to identify gifted students starts after kindergarten. The survey process begins with the application of a scale of classroom behavioral traits seen by teachers or parents at home; next, a test of reasoning ability is applied, and during the search for students with advanced potential, it is not always students who score at the school’s highest academic levels. According to statistics, 20% of gifted children do poorly, and by identifying these individuals, the support they need can be given to help them make the most of their time in school and improve their bad performance (undefined).

To draw and support exceptional Qatari applicants in the disciplines of scientific research, technology and innovation, literature and art, media, and athletics, Qatar University recently introduced the Talent Sponsorship Program. Benefits for participants in this program include a monthly wage, a laptop, and assured admittance to the preferred academic program of study after meeting the program’s minimal admissions requirements (except for medicine and dental medicine). Application requirements include a minimum high school GPA of 75% and submission of the final 11th-grade transcript. A portfolio showcasing the applicant’s talent and demonstrating recent accomplishments in the field of talent, specifically in one of the following fields: scientific research (which includes all art and scientific fields), technology and innovation, literature, art (which includes painting, sculpture, calligraphy, and similar arts), media, and athleticism, must be submitted along with the applicant’s final transcript from the first semester of the 12th-grade year (Qatar University, 2023).

4.5. Gifted education in Bahrain

The education of gifted students in Bahrain has a long history. When considering Bahrain’s experience in nurturing the gifted, sponsorship efforts can be divided into three categories: official efforts represented by the Ministry of Education; second, the Gifted Center; and third, efforts made specifically by the Sports Talent Discovery Program, the Talents of the Spring of Culture, and the Children and Youth Club. Besides the graduate program offered by Arabian Gulf University, Achievement, IQ, and creativity tests were employed to identify gifted students between the ages of 18 and 8 to be enrolled in the gifted program offered by the Ministry of Education. Most gifted students have talents in the arts, creativity, leadership, psychomotor skills, and visual arts (Alqadhi, 2013). Even though Bahrain has significantly more experience teaching gifted students than Omani, Qatari, or UAE schools, only a small percentage of students obtain services due to the few and inadequate options for helping gifted students.

After the year 2000, the educational system in Bahrain allowed for student acceleration if they obtained 97% or higher in the basic subjects twice in their educational life. Then the first center for gifted students opened in 2007. It is concerned with providing comprehensive care services for gifted students at all educational levels and with various performing and academic talents following their discovery in the educational field, and it works to provide enrichment programs, qualitative projects, and psychological counseling, whether at its headquarters or abroad, in collaboration with professionals, individuals, and/or institutions. The center is affiliated with the Ministry of Education (Alqadhi, 2016b).

4.6. Gifted education in Kuwait

Kuwait has always been involved in gifted education. To help gifted students, several organizations are working together, such as the Ministry of Education, the Sabah Al-Ahmed Center for Giftedness and Creativity, the Kuwait Foundation for Advance Science, and the Kuwait Foundation for Advance Sciences. Gifted students get particular attention and services, including entrance to the Talents Program Academy, scholarships at prestigious universities, and financing to enhance their education in certain areas such as sciences, arts, arithmetic, and the performing arts. Gifted students receive training in a variety of soft skills, including innovation, problem-solving, and creative problem-solving. The alternatives for grouping and enrichment activities for gifted students are numerous. Middle and high school students attend the full-time Gifted Academy (Marzouk & Muhammad, 2020). Students can also enroll in gifted classes through their regular schools. Students can participate in international Olympiads, and there are a few science and math organizations. The FabLab facilities help students who have inspiring patents and brilliant ideas prototype their ideas. Kuwait’s history with gifted education appears to be more extensive and organized. It includes a larger range of activities, ages, and direct and indirect science and technology services. At highly regarded universities, gifted students in tertiary education were given scholarships (Sabhan, 2005).

5. Methodology

5.1. Method

In this study, the qualitative-quantitative method was used to evaluate the results. The semi-structured interview’s open-ended questions, as well as related documents, publications, and studies on gifted education in the GCC countries, were all analyzed using a qualitative analytical approach. A descriptive-analytical method was then used to characterize the demographic information that the researcher collected from the teachers. The researcher constantly went over the raw data to make sure that all pertinent information gleaned from the semi-structured interviews was incorporated.

The study participants were asked the semi-structured interview questions in written Arabic, and their responses were also recorded in Arabic. Some of the replies were written, while others were sent as audio messages using WhatsApp. The researcher delved deeper by asking extra questions to elicit more information from the replies when there was uncertainty or confusion in the audio notes sent via WhatsApp. Answers were encoded and transcribed. The data was analyzed in English, and many procedures were taken to prevent the loss of meaning during the translation process. The data processing and coding process is independently worked on by two coders. The categories of responses and discrepancies were discussed in depth after completion, and, after an agreement was reached, randomly selected data were coded by a third coder, who was generally aware of the main subject and fields of study. By calculating Cohen’s Kappa, a measure of inter-rater reliability for qualitative research involving nominal coding, the degree of reliability appears to be acceptable for this study (88%). This is far above the acceptable level of agreement, which should be at least 0.70 (Cohen, 1960). Each participant in this study was meticulously tracked down and extended an invitation to take part in the interviews. All participants were made aware of the study’s goals and scope. After receiving assurances from the researcher regarding the privacy of their answers and the general reporting of findings, all other participants consented to participate in the interviews. The researcher used Dudovskiy’s qualitative data analysis approach to examine the details of the data to track any noteworthy recurring themes or patterns that were consistent with the study’s objective. Using Nvivo version 12 coding, the study data were analyzed. Semi-structured interviews, interviewer observations, and notes taken during the interview were the tools used to gather data. In-vivo coding was used to carry out the coding process, which resulted in the creation of categories and their corresponding codes. The classical content analysis focused on content analysis and the coding of certain sections of the material to analyze the collected data, followed by the compilation of similar codes into groupings. The process of coding ensured that codes were obtained in all cases, that the distinction of content between codes was carried out, and that the frequency of each code (quantitative information) was clarified.

5.2. Sampling

Teachers with educational expertise and gifted students were considered in this study. The teachers were chosen based on the following standards: All participants must be about equally split between men and women, have at least five years of experience in the field of gifted education and care, and be willing to participate. Participants were chosen from all GCC countries, as shown in Table 1 (n = 120; m = 53; f = 67). Initial structured interview question testing was requested from the teachers of 10 gifted students. Every interview’s structured interview form responses take roughly 35 to 40 minutes to complete. The demographic and educational information for teachers is shown in Table 1.

Table 1. Demographic and background information for gifted education teachers

Gender	Male	53	44.16%
Major in college	Female	67	55.83%
	Education	50	41.66%
	Humanities	37	30.83%
	Science	13	10.83%
	Math	9	7.5%
	Gifted Education	11	9.16%
Age	Mean= 38.6	SD=11.3
The highest degree obtained	Bachelors	72	60%
	MA	28	23.33%
	Master	16	13.33%
	Doctoral	4	3.33%
GCC Countries	Saudi Arabia	40	33.3%
	Bahrain	18	15%
	UAE	20	16.67%
	Oman	18	15%
	Kuwait	14	11.67%
	Qatar	10	12%
Years of working with the gifted student	Mean= 7.7	SD= 9.2
Number of gifted Education courses taken	None	15	18%
	1–3 Courses	55	45.83%
	4 and above	50	41.66%

5.3. Instruments

To get a complete picture of the situation of gifted education in the GCC countries, the researcher reviewed previous publications and government records. Four open-ended questions that addressed the most significant general issues linked to gifted education were used to survey gifted educators’ perceptions about the reality of gifted education in their different nations to validate the findings. Four sources of data were used to answer the study questions. They included documents, a semi-structured interview, literature, and demographic data.

5.3.1. Documents

The researcher used documents from the Ministry of Education, gifted centers, and gifted institutions for the study’s aim. These sources included annual reports, documentation containing procedure guidelines, and trustworthy data from websites.

5.3.2. Interview (semi-structured)

In a semi-structured interview, 120 teachers of gifted students were asked four open-ended questions. The researcher developed the open questions after studying a wide range of studies, documents, Ministry of Education reports, gifted education literature, and case studies. Five gifted education experts assessed these questions, and they all agreed that they covered the elements of gifted education in the GCC countries and measured the topics they were meant to measure.

5.3.3. Literature

Many studies on the statute of gifted education in the GCC countries have been reviewed by the researcher, including Saudi Arabia (Alamiri, 2020; Alfaiz et al., 2022; Aljughaiman et al., 2016; S. M. Alamer & Phillipson, 2020); the UAE (AlGhawi et al., 2017; Ismail et al., 2022); Bahrain (Muammar, 2019; Alqadhi, 2016a,b).

5.3.4. Demographical data

Demographical data were obtained for teachers related to many variables: gender, major in college, age, the highest degree obtained, the GCC state they belong to, years of experience working with gifted students, and the number of gifted education programs.

5.4. Study procedures

To collect the data, a semi-structured interview was used with teachers of gifted education in the GCC countries (n = 120). For the conduct of the research, approval was obtained from the Ethical Committee at King Faisal University. Participants were contacted via email and briefly informed of the study’s purpose and objectives. The data collected from every interview was arranged in the form of semi-structured interviews. The length was 40 to 50 minutes for each semi-structured interview. Data was collected between September and November 2022.

6. Result

6.1. How effective is gifted education in GCC countries?

The themes and sub-themes of gifted education effectiveness in GCC countries are displayed in Table 2.

Table 2. Themes and Sub-themes of gifted education effectiveness

Question	Theme	Sub-themes
How effective is gifted education in your country?	Gifted education programs 40%	− Most gifted programs ignore other gifts in favor of emphasizing majors in mathematics, physics, and engineering. − No gifted schools exist. − No widely accepted definition of giftedness is acceptable in the GCC countries. − Preschoolers or children in the first three grades who are gifted do not receive any nurturing. −Gifted students are not supported at universities. − The programs offered to gifted female students were different from those offered to gifted male students. − The main enrichment strategy used by the majority of gifted programs is the pull-out program.
	Positive attitudes toward gifted education 25%	− Development of supportive attitudes toward caring for the gifted in society and among parents. − Increased enrollment in gifted programs could be detrimental to their objectives. − Increasing private and non-governmental support for the gifted.
	Gifted education services 20%	− Limited online education for gifted students, particularly during the Corona pandemic. Not all remote locations are covered by gifted programs. − Digital libraries and science laboratories are typically absent from gifted programs. − The inadequacy of educational curricula and teaching techniques to support gifted students. − A lack of counselors and psychologists to assist gifted students. − A lack of campgrounds or gyms
	National policy on gifted education. 15%	− There is a clear national policy on gifted education. − All GCC countries are equal in terms of having a clear vision, mission, and goals that reflect the policies and legislation developed to nurture the gifted. − Despite their progress, gifted programs fall short of world norms.

A review of the general educational authorities’ strategic planning and ongoing statements from officials demonstrate that gifted education has gained importance across all GCC countries (Ministry of Education, 2020; Ministry of Education and Higher Education, 2022; Mawhiba, 2022; General Administration of the Gifted, 2019). Despite their progress, gifted programs fall short of world norms (S. A. Alamer, 2014). The Arab Education Office for the Gulf Countries, MAWHIBA, the Al-Sabah Center for Creativity and Innovation in the State of Kuwait, the Emirates Association for the Gifted, the Hamdan Bin Rashid Center in the United Arab Emirates, and the Center for Gifted Students in Bahrain are just a few of the official organizations in the GCC countries that specialize in the care of gifted students. Numerous studies have shown that local communities and parents of gifted students in the majority of GCC countries have shifted their perspectives on a variety of skills, notably those related to culture, science, digital arts, and other areas of expertise. But many of them prioritize specific abilities that they think will be essential to their children’s future success in the workforce. However, society and parents do not value other abilities, such as singing and dancing (Aboud et al., 2014; AlGhawi et al., 2017; Hamdan et al., 2022; Ismail et al., 2022). By reviewing teachers’ perceptions regarding the effectiveness of gifted education in their countries, the results of this question demonstrate that gifted education has advanced positively in most GCC countries. Despite the increasing interest in gifted education, many participants in the interview pointed out many problems with gifted education in their country. A teacher from the UAE said in the interview that “there is no clear policy for gifted education in the UAE”. Another teacher in Qatar noticed “Programs for gifted people fall short of international standards”. One Bahraini teacher claimed that “there was limited online teaching for gifted students, especially during the Corona pandemic”. Despite the increasing interest in gifted education on official and nonofficial levels, the information gleaned from the analysis of documents obtained from various GCC countries shows that the Ministry of Education is the first official body in charge of regulating the entire process of gifted education, except for Saudi Arabia, where the ministry and the Mawhiba Foundation jointly oversee the education of gifted students. There is a unique national strategy for gifted education in Saudi Arabia. More than 4,220,000 Saudi students in grades 4 through 12 were enrolled in public and private institutions in 2019. 1.06% of these students were identified as gifted (General Administration of the Gifted, 2019). Alqadhi (2016a) observed that there are bridges that are not connected to one another after analyzing the reality of gifted education in Bahrain and distributing the map of direct and indirect services to the gifted group from 6 to 18 years old. Hamdan (2015) claims that Oman’s gifted students have not been identified systematically. Individual efforts accounted for more than 80% of efforts in nurturing the gifted in Qatar (Abd Nour, 2003, 263). Despite the expansion and vitality of the Gulf market, businesses and entrepreneurs only sometimes provide support and mentorship to talented individuals. As an illustration, there are at least 36 institutions in the UAE that offer various forms of sponsorship for the gifted, but regrettably, there is no coordination between them on their support (AlGhawi et al., 2017; Hamdan et al., 2022). The services for recognizing and nurturing the gifted do not reach remote regions, which is another barrier preventing the enrolment of more gifted students in gifted programs (Arab Center for Educational Research for the Gulf Countries, 2020). The majority of gifted programs in the majority of GCC countries use pull-out programs as their main enrichment strategy (AlGhawi et al., 2017; Hamdan, 2015; Aljughaiman & Maajini, 2013, 243). Even if more students join gifted programs, the desired program outcomes may suffer. However, one that sticks out is parents’ concern about their children’s low levels of accomplishment as a result of the stress of the demanding curricula. At the same time, many students quit gifted programs at their schools for a variety of reasons (Aljughaiman et al., 2012, 28).

6.2. What are the positive and negative aspects of programs offered for gifted learners?

Positive and negative aspects of gifted programs in GCC countries are displayed in Table 3.

Table 3. Themes and Sub-themes of positive and negative aspects of gifted programs

Question	Themes	Sub-themes
What are the positive and negative aspects of programs offered for gifted learners?	Plans for programming 50%	There is a well-defined mechanism in place to assist gifted students. The Ministry of Education provides free gifted education programs to all students. Many learning resources, like the internet, libraries, and labs, were absent from gifted programs. A lack of coordination across GCC countries with gifted programs Many gifted programs are not actually implemented. The needs of gifted students’ future careers are unrelated to the gifted programs now in place. In gifted programs, gifted students’ physical and psychological well-being is neglected.
	Program evaluation 33%	Annual evaluations from the views of stakeholders, including parents, instructors, and talented students themselves, are rare in gifted education programs. Insufficient use of alternative assessment for the work of gifted students.
	Gifted definition 12%	There is no agreed-upon definition of a gifted student. There is a great difference in nomenclature among those working in the educational field for the term “gifted,” as it is called by several different names, for example, in Oman, it is called “glorious.”
	gifted education for twice exceptional 5%	No defined procedures to identify twice-exceptional students. Weakness of assessment twice- exceptional students’ giftedness. Weakness of assistive technology for twice-exceptional students.

Even though the Ministry of Education is the main agency responsible for gifted education in GCC countries, there is still no structured, all-encompassing approach to gifted education. Only a small number of students are receiving services due to the restricted and insufficient options for assisting gifted students (Al-Qadi, 2016).

Saudi Arabia has the most comprehensive experience in gifted education compared to other GCC countries. A teacher from UAE and another from Oman noted in the interview that “Many learning resources, such the internet, libraries, and labs, were absent from gifted programs in her school”. Besides enrichment programs, acceleration programs are available for those who have demonstrated high potential, and other formal gifted classes are available with scholarships throughout K–12 education. Other non-profit organizations, such as MISK, provide various enrichment programs for Saudi youth, such as internships, innovation, and entrepreneurial activities for promising students (Muammar, 2019). Mawhiba, on the other hand, receives funding from the “government, private sector, donations, and investments” (Alamer & Phillipson, 2020, p. 10). However, Alfaiz et al. discovered that the majority of these programs are still being directly implemented by the Ministry of Education in Saudi Arabia with little funding (2022). According to Hamdan’s (2015) study, there are a few enrichment programs for gifted students in K–12 education in Oman. The majority of these programs are individual initiatives, including competitions, science discovery centers, prizes and exhibitions, clubs, and certain events. Several examples of giftedness domains include math, physics, robotics, artificial intelligence, and some forms of the artistic and performing arts. Innovation and entrepreneurship were given some attention when it came to gifted students in postsecondary education. Hamdan thinks that Oman is still establishing a systematic approach to gifted education as a result. Furthermore, no placement options (e.g., pull-out programs, special classes for the gifted, or other programs) were implemented until now (Hamdan et al., 2022).

6.3. Do gifted students’ teachers perceive sufficient training to meet gifted students’ needs in GCC countries?

Table 4 displayed teachers’ perceptions about teachers training in their countries.

Table 4. Themes and Sub-theme for teachers training of gifted students

Question	Themes	Sub-themes
Do gifted students’ teachers perceive sufficient training to meet gifted students’ needs in GCC countries	Preparing gifted students’ teachers in universities 50%	− Few universities give degrees in gifted education. − The majority of teachers who work with gifted students have areas of expertise outside of gifted education. −The bulk of teacher preparation programs at colleges in the Gulf Cooperation Council countries clearly lack curricula for gifted education.
	Training courses 30%	− There are few gifted education training courses available to teachers. − The majority of teachers of gifted students did not obtain training on specific types of giftedness in subjects other than those included in the regular curricula. − The relatively brief courses that teachers take after being qualified focus on general topics in the field of gifted education and thinking development.
	Teachers problems 20%	− Due to the numerous tasks and responsibilities they must complete, gifted teachers find it difficult to meet the needs of their gifted students. − Teachers aren’t given enough motivation and rewards.

Even though the Ministry of Education in the majority of GCC countries provides workshops and training courses for teachers of gifted students to develop their professional careers, a review of the demographic data in this study revealed that 18% of teachers had completed no courses in gifted education, 45.83% had completed 1–3 courses, and only 41.83% had completed more than four. Numerous studies have confirmed this finding. For instance, Alfaiz et al. (2022) discovered that 62.6% of Saudi Arabian teachers of gifted students had attended professional development workshops before adopting enrichment programs. When teachers were asked if they had sufficient training, many responded, “I did not have enough instruction to cope with gifted students with special needs,” which was verified by interview results. Also, many teachers expressed dissatisfaction in the interview about “a few gifted education training courses supplied to them by MOE”. Additionally, Ismail et al. (2022) discovered in their research that some UAE school administrators and teachers are still unaware of how important it is to nurture and improve students’ abilities. They observed that the majority of gifted student teachers did not receive instruction on certain types of giftedness in subjects outside of the regular curricula, such as art and music. Although the General Administration of Gifted (2023) stipulates that teachers of gifted students in Saudi Arabia must comply with the following standards, the candidate must meet the following requirements: (a) hold a bachelor’s degree in STEM or gifted education; (b) have three years of teaching experience; (c) be nominated by their supervisors; (d) have received an excellent grade on their annual evaluation in the previous two years; and (e) have successfully completed an interview. The teachers did not finish enough training programs to make up for their unrelated majors because the bulk of them either do not hold advanced degrees (master’s or doctorate) or major in fields unrelated to gifted education. According to Aljughaiman and Maajini (2013), there are no teachers with advanced degrees in gifted education, and 51% of gifted programs are underfunded. Teachers have bachelor’s degrees in a variety of scientific fields unrelated to gifted education. The courses that teachers take after being nominated for work are brief and focused on general issues in the field of gifted education and thinking development. According to Alamiri (2020), the level of teacher preparation and training is insufficient, and teachers continue to struggle with a variety of duties that are made necessary by the enormous instructional gap and the insufficient incentives and rewards offered by the educational system. In response to the open-ended question, several teachers from Saudi Arabia, Bahrain, and Oman all agreed that “there is a lack of financial assistance and incentives when teaching gifted students”. Also, according to several teachers of gifted students interviewed, some teachers did not receive training on the various forms of giftedness in gifted students. As a result, universities must be created that will embrace these teachers and give them the training they need to communicate with gifted students in a highly professional and effective manner (Hamdan et al., 2022).

6.4. Are there validated and reliable tools and measurements for identifying gifted students in your country?

The themes and sub-themes of the availability of validated and reliable tools and measurements for identifying gifted students in GCC countries are displayed in Table 5.

Table 5. Themes and Sub-theme identification tools of gifted students

Question	Themes	Sub-themes
Are there validated and reliable tools and measurements for identifying gifted students in your country?	Insufficient assessment for gifted 67%	- A lack of assessment and identification tools. There is a significant shortage of people who are twice exceptionally gifted. - The nominations of teachers and parents were affected by racial and religious prejudices. - Regardless of the importance of early intervention in identifying gifted students, identification of gifted students begins at the beginning. - The university does not identify gifted students because the services offered to them terminate at the end of the upper secondary level. - The identification of twice-exceptional students still has a serious weakness. - In an era where contemporary technology predominated, it was not adapted or used to nurture and attract gifted students.
	Gifted dents identification tools 33%	- Saudi Arabia adopts a sophisticated and objective system of identification tests for gifted students that is updated and developed in cooperation between Qiyas and Mawhiba. - Numerous individual attempts are being made to develop and construct both individual and group tools to identify and assess the gifted.

Due to the question: Do your country’s procedures and measurements for identifying gifted students have a track record of validity and reliability? Many teachers in the interview claimed that there were no effective tools and measures to identify gifted students. There were not enough tests to identify the gifted, said a Bahraini teacher in response to this inquiry. Another teacher from Kuwait said that “the nominations of teachers were tainted by ethnic and religious prejudices”. Also, a Saudi Arabian teacher mentioned, “There are no measures that can help identify students who are twice exceptional”. Another teacher from Kuwait responded that “a large number of students may not be able to benefit from gifted education services due to stringent standards for the selection of gifted individuals for gifted programs.” When teachers. One teacher in Qatar said“I depend on gifted students’ characteristics scale to define gifted in our school which is not enough solely”, another teacher from Oman said, “I didn’t be prepared enough to evaluate gifted students with LD even though they are a lot in my school”. Generally, there are not enough evaluation and identification tools or trained specialists to apply them and produce thorough reports on each gifted student. A huge group of students may not be able to benefit from gifted education services due to high standards for the selection of gifted students for particular gifted programs (Plucker et al., 2018). For instance, without considering the consequences, Mawhiba in Saudi Arabia frequently put their gifted criteria at the 95th percentile of a national standardized examination called the “Multiple Mental Process Scale.” That cutoff point may appear reasonable at first glance: More difficult training is probably beneficial for the top 5% of students. The only local students who will be identified for services are those who score in the top 5% nationally; yet, the test won’t actually identify the top 5% of students in their district.

Except for Saudi Arabia, most GCC countries employ nomination tools to identify gifted students. These forms rely on identifying the characteristics of gifted students based on self-nomination, teacher nomination, which is the most common, or parent nomination (AlGhawi et al., 2017; Hamdan et al, 2022; Muammar, 2019). Mawhiba in Saudi Arabia assigned The National Center for Assessment (Qiyas) to test candidates, and students were placed in various programs based on their test scores on the “Multiple Mental Process Scale” (scale of talent) to detect the student’s potential abilities and academic skills in the fields of language, mathematics, science, and creative abilities. starting from 3rd grade to the senior year of high school, in all the schools in Saudi Arabia (Alamer & Phillipson, 2020). In Saudi Arabia’s giftedness program nominations, teachers and parents were unable to recognize some behavioral traits in gifted pupils due to racial and religious prejudices according to Ayoub and Aljughiman’s study (2017).

6.5. Total overview

For many reasons, government-backed initiatives for gifted students in GCC countries have not received sufficient attention. (a) Programs had not adopted an agreed-upon definition of gifted students; (b) there was a clear weakness in implementing programs for gifted students, with a weak plan and strategy in place; (c) there was a lack of identifying gifted student instruments, except for the abilities test, which was developed by Qiyas; (d) there was a weakness in selecting and preparing teachers to work with gifted students; and (e) there were weak relationships with gifted schools and parents after enrollment. Besides the foregoing, the Ministry of Education has a policy of integrating gifted students into public schools alongside other students. Like regular students, gifted students study the same curriculum, and in many schools, they are taught by non-specialist or untrained teachers of gifted education. Despite some special programs for gifted students, such as summer enrichment programs and weekend programs, gifted students still face challenges and difficulties in public schools. Table 6 displayed the criteria for gifted education for each country in GCC.

Table 6. Displayed the criteria for gifted education for each country in GCC

Criteria	Saudi Arabia	Bahrain	UAE	Oman	Kuwait	Qatar
The national definition of giftedness	✔
A clear national policy for gifted programs	✔	✔
Formal and government support for gifted students	✔	✔	✔	✔
Sufficient identification tools and assessment of gifted students	✔			✔
Early identification of gifted students
Financial support for gifted students from private companies			✔		✔
Future careers are unrelated to the gifted programs now in place.	-	-	-	-	-	-
Annual evaluations of gifted programs from the viewpoints of stakeholders	-	-	-	-	-	-

7. Dissection

This is the first study of its type to evaluate the state of gifted education in GCC countries. This gap in the literature is filled by the current study. The discussion of results was structured and conducted in light of the open-ended questions defined in the study results.

7.1. The need for a national policy of gifted education across GCC

The findings of this study show that gifted education has improved across the majority of GCC countries. Yet, the findings raise questions about how gifted education is carried out as well as related issues like the definition and identification of giftedness. The Moe’s official policies notably diverge from the definitions of giftedness, methods for identifying gifted students, and opinions held by teachers. Several studies that assessed the situation of gifted education in GCC countries revealed that there was a lack of coordination, communication, and execution of official policies (Alfaiz et al., 2022; AlGhawi et al., 2017; Alqadhi, 2016b; Hamdan et al., 2022; Ismail et al., 2022). Even though the authority represented by MoE adopted a plan and policy, their implementation does not clearly reflect them. Whilst gifted education is overseen by the Ministry of Education in GCC countries, there is still no systematic, comprehensive approach to it. Only a small number of pupils are receiving treatment due to the few and inadequate options for aiding gifted students. Notwithstanding improvements and attempts, there is still no clear, unified policy or structure for gifted education development in GCC countries, despite certain individual planning initiatives and programs created by various countries or educational entities to give services and assistance to gifted students. Several GCC countries’ special initiatives lack a clear policy and collaboration with other institutions that oversee or provide assistance to the community of gifted children. Though developed, gifted programs still fall short of international norms, and the GCC’s educational system continues to disregard the requirements of the talented, especially in public schools (Arab Center for Educational Research for the Gulf Countries, 2020). The KSA has more experience and is apparently better at it as compared to the education systems of the other GCC members, as seen by its continual efforts to improve and reform the entire educational system.

7.2. Identification of gifted students

Around 1% of all students in schools (public and private) were identified by the majority of official tests as gifted. We can draw the conclusion that the identification procedure in most GCC countries has to be improved in order to find more gifted students when we compare this percentage to the idea of giftedness prevalence, which ranges from 1% to 20% of the overall population. Alqadhi (2016a) found that one of the most significant problems with gifted programs in the GCC countries is the general and broad definition of giftedness or students, or that is taken directly from a book without tying the choice to the requirements and vision of society.

7.3. Gifted students programs

The study’s findings demonstrated that each GCC country’s MoE and regional educational authority is in charge of supervising the programs and activities already in place for gifted children in their schools. To help them reach their full potential, schools provide high achievers with additional opportunities, primarily in the form of enrichment materials. Some students with exceptional abilities in disciplines beyond the purview of the typical school curriculum may occasionally receive some support, depending on the resources and specialists in their fields that are available. Nonetheless, these pupils have the opportunity to practice and hone their talents outside of the classroom in open or closed spaces with resources and professionals on hand, including gyms, sports clubs, etc. As AlGhawi (2017) found in his study, gifted students may also turn to specialized organizations or centers that offer services and programs and have the resources essential for them to practice and realize their full potential. In addition, ability in the fields of leadership, music, and the arts was underappreciated, particularly among women (Alfaiz et al., 2022; Ismail et al., 2022).

In GCC countries, numerous programs have been established for gifted and talented students. They are made up of both brief and time-consuming enrichment activities that are done at different times, such as after school, on the weekends, during short and long holidays, etc. The GCC’s general education policy places a strong emphasis on the concepts of “inclusion, equity, and education for all,” so acceleration, skipping classes, enrolling in advanced courses, and early admission into kindergarten classes are not typical practices in public schools outside of Saudi Arabia. The Ministry of Education in the GCC countries adopted the premise that gifted students of any age, regardless of their particular kind of giftedness, have a right to services inside the educational system. The bulk of current programs, however, are only available to students in grades 4 through 12. No programs have been created for students in the early grades (kindergarten and grades 1–3), gifted university students, or students with dual exceptionalities. The results showed that the governments of the Gulf Cooperation Council countries support gifted students participating in local, regional, and international competitions. Given that the majority of gifted programs in these nations lack money, participating in these competitions is a fantastic way for gifted students to get the help they need (Hamdan et al., 2022 Alamer & Phillipson, 202; Alqadhi, 2016b). In conclusion, gifted students are supported and given opportunity to develop their abilities and realize their potential both inside and outside of their institutions. Key findings, however, indicated that individuals should be given greater opportunities depending on their unique talents.

7.4. Availability of validated and reliable tools and measurements for identifying gifted students

Due to the significance of the identification process for gifted students, it was given considerable space in references for gifted and talented education and was the subject of full chapters in references for the psychology of giftedness and mental excellence (Lee et al., 2020). Since no single definition is widely accepted by those in the GCC countries who are interested in the gifted, no systematic identification that prevents false positive and false negative screening appears to be efficient. Due to the variety of dimensions, the process of identifying the gifted is a difficult one that necessitates the use of multiple measurement tools. The majority of GCC countries lack the necessary resources to identify and diagnose giftedness.

7.5. Partnership with institutions supporting gifted education

With the aid of numerous associations and centers, many GCC countries offer services and assistance to the gifted education community. For instance, the Hamdan Bin Rashed Al Maktoum Centre for Giftedness & Innovation, the Emirates Association for the Talented, the Abu Dhabi Education and Knowledge (ADEK), the Knowledge and Human Development Authority (KHDA), the RAK Academy for the Gifted, etc. are all in the United Arab Emirates. The Saudi government is very keen on collaborating with other governmental and social organizations to support students who have exceptional talent and ability (Ismail et al, 2022). As a result, MAWHIBA temporarily contributes to the country’s efforts to advance gifted education. Many specialists from various organizations mostly worked together to write a strategy that, for instance, called for the creation of a central council to coordinate the various efforts being made and the launch of a few programs (Alamiri, 2020).

8. Conclusion

In a nutshell, gifted education in the GCC countries has both strengths and drawbacks. Regardless of the pace of various countries or the comprehensive approach that these countries take, a genuine effort is being made to support gifted students more systematically. Providing gifted education and services with consistency and sustainability is essential throughout the lives of gifted students. The journey of gifted students must strike a balance between the depth and breadth of the student experience. The integration of services and the diversity of talents are critical design principles in developing an ecosystem for serving gifted students. While gifted education is the primary role of MOEs, other agencies must share their responsibilities in serving the gifted education ecosystem. Finally, the proper infrastructure of gifted education facilitates the achievement of such a program’s outcomes. Nonetheless, where it exists, government support appears to play an important role in shaping gifted education. According to the findings of the study and review of the literature conducted in the Gulf Cooperation Council countries, the majority of services provided to gifted students are dispersed, limited to specific age groups and regions, and lack sustainability.

The following suggestions, based on the study’s main findings, could provide some guidance for revising the GCC’s policy on gifted education. The current state of gifted education needs to be carefully analyzed and evaluated first. To achieve reliable and beneficial data to support ongoing changes, a realistic and systematic evaluation approach must be created and implemented. Additionally, it is urgently necessary to reevaluate the current inclusion policy and create a unified national policy and structure for gifted education. Although numerous organizations, universities, and centers across the GCC are working hard to support and encourage gifted students, there is no visible cooperation between them. One example of how these activities may be coordinated is by creating a nationwide virtual mentorship platform to provide gifted students throughout the GCC with continuing assistance to enhance their giftedness. Since that gifted teachers are so important to the gifted education system, it is imperative to give them access to specific professional development opportunities. Despite all efforts to provide specialized degree programs in gifted education, national colleges, and universities in GCCs, the teachers’ training is viewed as inadequate. Finally, Moe’s efforts are limited to educating the gifted; however, educating and nurturing them should be shared with other stakeholders, such as private educational institutions, corporations, and venture capitalists. Skills development must also be aligned with the developmental stage as well as market needs.

Because the study chose to focus on qualitative data. The study results are trustworthy and transferable since the researcher provided documentation, official records, and literature to support the reviewers’ responses.

Correction

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Acknowledgments

The author acknowledges the Deanship of Scientific Research at King Faisal University, Saudi Arabia, for financial support under annual research. GRANT3,294.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Yusra Zaki Aboud

Yusra Zaki Aboud The researcher was a professor’s assistant at Damascus University (2007–2010). Then an Associate Professor at the National Research Centre for Giftedness and Creativity at King Faisal University (2010–now), she received an M.A. degree in evaluation and assessment at the American University of Beirut and a PhD in evaluation and assessment at Damascus University. She is a consultant at the National Centre for Assessment and Evaluation. Her major areas of research are evaluation and assessment, gifted education, differentiated instruction, and teacher and learner development. She has published articles in international journals on these areas. She has developed many test and scales such as to Saudi environment such as: CogAt5, SAGES-2, GRS-S, and GCAT