Multifaceted Giftedness: A Cultural Exploration of Giftedness Among Iranian Primary School Teachers

This study explores the conceptions of giftedness among Iranian primary school teachers. Through semi-structured interviews with 31 teachers, the findings reveal a multifaceted understanding of giftedness, including cognitive-academic skills (e.g., rapid learning, creative problem-solving, early reading ability, strong memory, abstract thinking, critical thinking , and mathematical skills), social-emotional skills (e.g., communication and social skills, effort and perseverance, self-motivated learners, leadership, empathy, and caring for others), and ethical traits (e.g., ethical values, responsibility , and commitment). While teachers’ perceptions align with some established Western models, they also emphasize culturally specific traits such as social-emotional and ethical characteristics. The study highlights the need for a culturally responsive approach to gifted education, and suggests that educators and policymakers should integrate these broader conceptions into curricula and teaching practices.