EDUCATIONAL ENRICHMENT THROUGH INTERNSHIPS: LESSONS FROM FINLAND FOR GIFTED EDUCATION IN UZBEKISTAN

This article explores differential educational approaches applied in Finnish schools for working effectively with gifted students. Drawing on Finland’s inclusive and flexible education system, the study investigates how teachers identify, support, and challenge high-ability learners without formal labeling. The article reviews classroom differentiation strategies, project-based learning models, and the integration of socio-emotional support as part of everyday instruction. Through qualitative analysis of policy documents, academic literature, and interviews with Finnish educators, the study highlights how equity-driven practices in Finland allow gifted students to thrive alongside their peers. The findings offer practical insights for adapting differentiated instruction methods in other educational contexts, particularly in countries undergoing curriculum reform.