Implementing AI in Gifted Classrooms: A Qualitative Study on Teachers’ Practices in Content and Independent Research Instruction

AI enhances gifted education by personalizing learning and supporting independent research, but challenges include teacher preparedness, digital equity, and over-reliance on technology. The purpose of this qualitative study was to explore the practices and recommendations of 10 junior high school teachers specializing in content and gifted education as they integrate AI into curriculum and independent research instruction, with an emphasis on both opportunities and challenges. However, ethical concerns and the lack of tailored AI tools highlight the need for strategic implementation and professional development. Findings emphasize developing AI-informed pedagogical strategies to ensure equitable and effective integration into gifted education.