A Comparative Study of the Talent Management Model for Gifted Students in the Educational Systems of Iran and Canada and the Presentation of a Health-Based Talent Identification Model
Keywords:
Gifted Students, Talent Management, Health-Based Talent Identification, Gifted Education, Educational Systems, Canada, Iran, Enrichment ProgramsAbstract
Purpose: The present study aimed to compare the talent management models of gifted students in the educational systems of Iran and Canada and to develop a health-based talent identification model grounded in multidimensional educational, psychological, and social principles.
Methods and Materials: The study employed a mixed-methods descriptive design integrating qualitative and quantitative approaches. In the qualitative phase, document analysis, semi-structured interviews, and content analysis were conducted to examine the philosophical and scientific foundations of gifted education in Iran and Canada. Purposeful sampling was used to select 40 experts in psychology, educational sciences, gifted education, and educational management from major universities and educational institutions. In the quantitative phase, the statistical population consisted of gifted students studying in SAMPAD secondary schools in Tehran, from which 160 students were selected using multi-stage cluster sampling. Data collection tools included expert interview protocols and a researcher-developed questionnaire derived from qualitative findings. The questionnaire consisted of 50 items measuring nine dimensions of talent management. Data were analyzed using content analysis, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling through SPSS and AMOS software.
Findings: The qualitative findings identified nine major dimensions of talent management, including multidimensional dynamics, independence-based enrichment, assessment based on testing, special educational facilities, special educational programs, competitions and olympiads, autonomy in talent recognition, participatory talent identification, and talent monitoring systems. Exploratory factor analysis demonstrated that the nine-factor structure explained 72.52% of the total variance. Confirmatory factor analysis and structural equation modeling indicated excellent model fit (χ²/df = 2.51, RMSEA = 0.028, CFI = 0.97, GFI = 0.95).
Conclusion: The findings demonstrated that effective talent management for gifted students requires multidimensional, flexible, participatory, and health-oriented educational systems that integrate academic excellence with emotional development, creativity, autonomy, and collaborative learning.
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Copyright (c) 2025 Seyyed Mohsen Mirarabshahi (Author); Aboutaleb Seadati Shamir; Khadijeh Abulmaali (Author)
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