A comparative study of three different approaches to gifted education in the Kingdom of Saudi Arabia

The study assessed the quality and effectiveness of Integrated or Regular School, Gifted School, and Dedicated Classroom approaches in Saudi Arabia. By gathering survey data from 300 gifted secondary students in grades 10-12 and their parents, the study assessed and compared the quality and effectiveness of Integrated or Regular School, Gifted School, and Dedicated Classroom approaches in Saudi Arabia. The research questions explored stakeholder views regarding the provision of gifted education and perceptions of gifted teachers across these approaches. The data were analysed using both descriptive and inferential statistics. Additionally, a content analysis was conducted on open-ended responses from the participants to gain deeper insights into their perceptions and suggestions for improvement regarding gifted education in Saudi Arabia. The findings suggest that full-time gifted programs, such as those implemented through gifted schools, may be most effective in meeting the needs of these students. Furthermore, the study identifies the social and emotional needs of gifted students as an area requiring greater attention in gifted education programs across Saudi Arabia. The participants provided improvement suggestions that varied by approach. Students in gifted schools emphasised the need for improved instructional strategies and extracurricular activities, those in dedicated classes called for a better school environment and more academic enrichment opportunities, and students in regular schools believed that teachers needed more training. The study also found that personal characteristics were more highly valued by gifted students across the three approaches, which may relate to the students’ perceived unmet social and emotional needs. The study highlights the importance of tailoring gifted education to the unique needs of students and their families and provides insights into effective approaches to support their academic, social, and emotional growth.