The Effect of Integrating Educational Strategies and Psychological Interventions in Understanding Learning Difficulties among Gifted Students in Jordan

The study examines the effect of integrating educational strategies and psychological interventions in addressing learning difficulties among gifted students in Jordan. The objective was to explore how combining these approaches can improve academic performance and emotional well-being among gifted students. The sample consisted of 200 participants, divided into four groups: 50 teachers, 50 gifted students, 50 psychologists, and 50 parents. A mixed-methods approach was used, combining quantitative surveys and qualitative interviews. The surveys assessed perceptions of learning difficulties, emotional challenges, and the effectiveness of integrated interventions, while the interviews provided in-depth insights from various stakeholders. The results indicated that gifted students often face significant learning difficulties, including perfectionism, underachievement, and social isolation, which were consistently recognized by teachers, psychologists, and parents. The integrated approach, which combined educational strategies with psychological interventions, was found to be effective in improving academic performance, emotional regulation, and social integration. Notably, psychologists and educators reported that emotional support, particularly through counseling and social-emotional learning programs, significantly benefited the students. However, gifted students themselves reported slightly lower perceived effectiveness, suggesting a potential underestimation of the support they received. The study recommends the implementation of more comprehensive, integrated support programs that combine academic and psychological interventions tailored to the specific needs of gifted students. Additionally, there is a need for greater awareness and professional development for educators and parents to better understand and address the emotional and psychological needs of gifted students.