A Cross-National Comparison of Nomination Criteria for Gifted Individuals: A PRISMA-Based Systematic Review

This study provides a comparative examination of nomination processes for gifted students across different countries. In order to reveal how identification criteria vary internationally, a systematic literature review was conducted in line with the PRISMA 2020 protocol. Out of 1,242 studies retrieved from the SCOPUS, ERIC, Web of Science, and ULAKBİM databases, 53 were included in the analysis based on eligibility criteria. The data obtained through document analysis were thematically coded, resulting in the identification of 13 nomination criteria. The study examined the identification systems of 29 countries in detail and analyzed similarities and differences through these criteria. Findings indicate that the most frequently used criteria are teacher nomination, parental input, and academic achievement, while in some countries multiple measures such as intelligence tests, psychological evaluations, portfolios, and creative thinking are also employed. Asian countries tend to adopt more systematic and centralized approaches, whereas Western European countries favor more flexible, individually oriented application models. The study underscores the significance of teacher awareness in nomination practices and offers recommendations for integrating exemplary practices from different countries into educational policies