Management of Gifted Students’ Identification in Middle Eastern Countries: A Systematic Review on Teachers’ Contributions

Abstract

This systematic review article focuses on the management of gifted students’ identification in middle eastern countries by reviewing the teachers’ contributions. Unfortunately, there is a limited number of articles that reviewed the management of gifted students in middle eastern countries alone in the last ten years, hence this article conducted a systematic review on the management of gifted students’ identification in all middle eastern countries together. Generally, the management of gifted education is a new field with many components such as acceleration of gifted students, gifted counselling, curriculum compacting and gifted students’ identification, which is what this review is focusing on. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was chosen for the review of this research which screened one of the main journal databases known as Web of Science (WoS). The search through WoS resulted a total of 11 articles that can be analysed systematically. The review formulated four main themes, namely academic achievements, lack of specific concepts for gifted students, teacher training and experience, and the effectiveness of early identification and intervention.