Historical development of curriculum research in gifted education (1976–2025): A bibliometric analysis

This bibliometric study maps the historical development of curriculum research in gifted education between 1976 and 2025. Using the Web of Science Core Collection, 461 research articles were identified through topic searches with “gifted” and “curriculum” and restriction to the Education & Educational Research category. Descriptive bibliometric indicators and network analyses (co-authorship, citation, bibliographic coupling, and keyword co-occurrence) were conducted with VOSviewer. The findings show a marked expansion of the field, with very low output until the early 1990s, accelerating growth from the mid-2000s, and sustained high productivity after 2010. Gifted Child Quarterly and Journal for the Education of the Gifted emerge as central journals, while VanTassel-Baska and colleagues constitute the most influential author cluster. The United States dominates publication and citation impact, with more limited but visible contributions from countries such as Canada, Israel, Finland, and Türkiye. Frequently used keywords and abstract terms (e.g., curriculum, gifted, differentiation, gifted students) indicate a strong focus on differentiated and enriched programming. At the same time, the review reveals persistent gaps concerning non-Western contexts, twice-exceptional and other underrepresented groups, and the socio-emotional dimensions of curriculum, pointing to clear priorities for future re-search.