Collaborative project-based learning as a pedagogical strategy for inclusion in gifted STEAM education: Teachers’ perspectives from mixed-ability classrooms

This study explores the role of collaborative project-based learning (CPBL) as a mechanism of inclusion within the specialized domain of gifted STEAM education. Grounded in a critical understanding of giftedness as a dynamic and contextually mediated construct, the research examines how teachers conceptualize, adapt, and implement CPBL practices in mixed-ability classrooms that include both gifted and non-gifted students. Conducted within the framework of a year-long professional development program entitled Gifted STEAM Education, the study employed a qualitative case study methodology involving purposive sampling of teachers from primary and secondary education in Greece. Data were collected through interviews, focus groups, classroom observations, and content analysis, and were thematically analyzed to illuminate teachers’ perspectives and pedagogical strategies. The findings reveal a complex interplay between inclusion and differentiation, highlighting teachers’ efforts to foster equitable participation, cognitive stimulation, and social integration through CPBL. Teachers framed inclusion not as a static objective but as an enacted, relational process that requires continual negotiation of roles, tasks, and group dynamics. Although CPBL was broadly recognized for its capacity to enhance creativity, problem-solving, and collaborative engagement, its success was found to depend on thoughtful orchestration, adequate infrastructural conditions, and meaningful professional preparation. These enabling factors, however, were often identified as insufficiently developed within current educational systems. The study contributes a context-sensitive perspective to the literature on inclusive gifted pedagogy, emphasizing the need for systemic support, targeted teacher training, and adaptable curricular frameworks in order to realize the transformative potential of collaborative learning in gifted STEAM environments.