Gifted Education in Latin America: Analyses from a Learning-Resources Perspective
During the last century, progress in certain disciplines such as general education and psychology has brought more heuristic and methodical devotion to the field of gifted education and talent development. However, education has recently gone through a fundamental scrutinizing as a result of Artificial Intelligence (AI) which has emerged as a powerful tool in shaping the future of education, including gifted education and talent development. Education must thus adapt as the world is changing at an overwhelming speed owing to these unceasing technological advances.
Throughout the latest history of education, gifted education has been perceived as a vital element in the development and prosperity of societies and hence it has drawn the attention of both governmental and non-governmental entities and institutions. Along these lines, all countries strive to provide their elite generations with opportunities to acquire the indispensable knowledge and skills to flourish in an ever-evolving world.
The areas of gifted education and talent development do not have a very long history, particularly when compared with the field of special education in general. Gifted education can be traced back to more than a century, but diverse countries in Latin America have known and embraced this kind of education of the elite at different times during the history and progress of general education.
The fields of gifted education and talent development in Latin America continue to evolve mainly in response to the ever-changing needs of each country. The ultimate goal of the contributing researchers for this special issue is to explore, analyze and share the state of gifted education development in their respective countries from an “educational and learning resources” perspective.
Edited by
Prof. Dr. Dr. Albert Ziegler(University of Erlangen-Nuremberg)
Dr. Mariam AlGhawi(Hamdan Bin Rashid Al-Maktoum Foundation for Medical and Educational Sciences)
Prof. Dr. Sadiq A. A. Ismail(Hamdan Bin Rashid Al-Maktoum Foundation for Medical and Educational Sciences)
Prof. Dr. Paula Irueste(Universidad Nacional de Córdoba)
