WCGTC Webinar - From Manuscript to Publication: Navigating the GTI Submission Process with Editors - January 30, 2025
2025-01-30 12:00 - 13:00 (America/New_York)
(Times are in Eastern Time in the United States)
January 30, 2025
12:00 – 1:00 PM
This session introduces researchers to Gifted and Talented International (GTI), its focus areas, and editorial process. Tips for successful publication are shared, and available resources for authors are described.

Kadir Bahar
Kadir Bahar, Ph.D. is an Assistant Professor of Educational Psychology at the University of Georgia. After graduating from Bilkent University (Turkey) with a degree in Industrial Engineering, he completed his Ph.D. in Special Education with a focus on Gifted Education and minor in Mathematics Education at the University of Arizona. Dr. Bahar’s research interests include problem solving, mathematical ability/creativity, and talent development. Before his position at UGA, Dr. Bahar was a professor at the University of Wisconsin-Stevens Point, served as the coordinator of graduate programs in Gifted Education and directed youth programs including Youth in College and STEM for Young Scholars. Dr. Bahar is the recipient of numerous awards including, Math Hero of the Year Award and Edith May Sliffe – Distinguished Teaching Award (nationwide recognition by Mathematical Association of America in 2010).
Alex Vuyk
Alexandra Vuyk, Ph.D., is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences at the Universidad Católica Nuestra Señora de la Asunción in Asunción, Paraguay. She is the Co-Founder and Director of the Aikumby Center for Giftedness and Creativity and started the first gifted program in Paraguay at the private K-12 school Colegio Santa Elena. Dr. Vuyk is also the Principal Investigator on the first gifted education large-scale grants in Paraguay. She serves as the Interim Co-Editor in Chief of the journal Gifted and Talented International. She received the 2021 Emerging Scholar Award from the World Council for Gifted and Talented Children and the 2023 Distinguished Alumni Award from Emporia State University. Her research interests include the social and emotional development of intellectually and creatively gifted individuals, creative and non-linear career paths, and personality traits related to these paths. She holds degrees from the University of Kansas (Ph.D. and M.S., Counseling Psychology) and Emporia State University (M.S., Special Education in Gifted, Talented and Creative; B.S., Psychology and Philosophy).

Gifted Potential in Displacement: Educational and Social Pathways for Success
2025-03-17 11:00 - 12:30 (America/Chicago) | Virtual
Times are in Central Time in the United States (for your local time, see https://www.timeanddate.com/worldclock/converter.html?iso=20250317T160000&p1=34&p2=2508)
Forced displacement affects millions globally, including up to 25 million gifted individuals. This webinar, lasting approximately 1 hour and 30 minutes, introduces the theme of an upcoming special issue in Gifted and Talented International titled “Gifted Potential in Displacement.” The session will explore the unique challenges faced by gifted individuals in migration, addressing identification, cultural identity, and educational barriers. Experts will provide insights to support educational and social integration, empowering these learners to thrive despite adversity. The event invites educators, researchers, and policymakers to engage in this vital discussion on inclusive practices for displaced gifted learners.
Moderators

Anies al Hroub

Albert Ziegler
Speakers

Ali M. Alodat
Ali M. Alodat, Ph.D. Associate Professor of Gifted and Special Education, Psychological Sciences Department, College of Education, Qatar University. Dr. Ali Alodat is an accomplished scholar specializing in gifted and special education. He has extensive experience advancing equitable practices for identifying and supporting gifted refugee students. He has conducted pioneering research through post-doctoral projects at Purdue University and the University of Wisconsin-Madison, focusing on developing best practices for the assessment and education of gifted Syrian refugee students in Jordan and creating inclusive practices for refugee students with disabilities. His scholarship includes peer-reviewed publications addressing the unique challenges faced by gifted refugee students, such as interrupted education, trauma, and cultural dislocation. His work on the Arabic version of the HOPE Teacher Rating Scale has contributed to innovative identification methods that ensure equitable representation of gifted refugee students. Dr. Alodat has also led several funded projects on the educational experiences of refugee children. These projects highlight his dedication to evidence-based strategies and culturally responsive practices.

Mehmet Bicacki
Mehmet Bicakci is an emerging scholar specializing in educational psychology, gifted education, and gifted underachievement. His Ph.D. study, “The ‘Gifted Underachiever’ Label: A Constructivist Grounded Theory Study,”explores the socio-cultural dynamics of labeling in gifted education. Mehmet’s work highlights equity issues, particularly the impact of socioeconomic status, cultural orientations, language, and systemic barriers on identifying and supporting gifted individuals. Currently a research fellow at Friedrich-Alexander-Universität Erlangen-Nürnberg, Mehmet collaborates on projects addressing STEM education and talent development. His previous roles include research assistant and coordinator at Hacettepe University’s gifted education center. Mehmet’s work has been featured at leading conferences such as ECHA, AERA, ABAI, and the WCGTC.

Femke Hovinga
Femke Hovinga is an entrepreneur and researcher specializing in giftedness and neurodivergence. She leads four organizations: SCALIQ (psychometric research and assessment tools), Talentissimo (expertise center for gifted education), Opallios (coaching and school support), and Epoche (diagnostics and psychological counseling). With a commitment to evidence-based practice, she develops intelligence screening tools and advocates for equitable identification of gifted individuals, particularly in diverse populations. Her work bridges research and practice, ensuring that educators and professionals have the tools to support cognitively strong individuals effectively. She is passionate about improving policies and awareness around giftedness in education and society.

WCGTC Webinar: Gifted Education in the Age of AI
2025-04-23 16:00 (America/Chicago)
(Times are in Central Time in the United States)
Artificial Intelligence (AI) is rapidly reshaping the landscape of education—and gifted education is no exception. From adaptive learning platforms to AI-assisted identification tools, educators now have access to technologies that can personalize instruction, uncover hidden talent, and streamline program administration. Yet alongside these opportunities come critical questions about equity, ethics, and the role of human judgment in nurturing giftedness and talent.
This webinar provides an accessible, practice-focused overview of how AI is impacting gifted education today—and what lies ahead. We’ll explore real-world examples of AI-enhanced tools being used to differentiate instruction, support creative problem-solving, and manage student data in ways that free up time for deeper engagement. Attendees will gain insight into emerging trends, including generative AI for student enrichment, data-informed decision-making for identification, and platforms that adapt content based on student ability and interest.
Join us as we explore how AI can serve as both a tool and a topic in gifted education—supporting students not only in what they learn, but in how they think, create, and lead in a changing world.

Tyler Clark
Tyler Clark, Ed.D., is the Assistant Director of Operations at The Center for Gifted Studies and the Executive Administrator at the World Council for Gifted and Talented Children. Dr. Clark currently serves on the Leadership Development Committee for the National Association for Gifted Children. Dr. Clark is also active in the Kentucky Association for Gifted Education, providing volunteer support including in the headquarters and during conferences and workshops. His research interests include topics in higher education, specifically related to honors education; leadership; gifted education and talent development specifically policy, creativity, social-emotional aspects, and underrepresentation issues; artificial intelligence, and mathematics education. He presents at the state, national, and international level. He is a graduate of the first class of The Gatton Academy of Mathematics and Science and completed a B.S. and M.S. in mathematics and an Ed.D. in postsecondary leadership and gifted education from WKU and an M.S. in mathematics from the University of Central Florida.

Claire Hughes
Dr. Claire E. Hughes is Professor of Special, Gifted, and Twice-Exceptional Education at Cleveland State University. Previously, she was Professor of Elementary and Special Education at the College of Coastal Georgia, Faculty Director of Special Education Programmes at Canterbury Christ Church University in the UK, and has been a Fulbright Scholar to Greece twice. Winner of the Gifted & Award from NAGC, she is President of The Association of the Gifted for the Council for Exceptional Children (CEC-TAG). Her research areas include: twice-exceptional children- particularly gifted children with autism; Generational studies; the use of AI in education, and international education.

Michelle Ronksley-Pavia
Dr Michelle Ronksley-Pavia is Senior Lecturer in Special Education and Inclusive Education and Program Director for the Graduate Certificate in Special Education at Griffith University, Australia. Her work stands out for its authentic centering of gifted students and twice-exceptional student voices and lived experiences, aiming to transform understanding of diverse gifted learners through inclusive, equity-focused approaches. She has consistently challenged conventional identification methods while providing essential prevalence data to support the work of educators, families, policymakers, and researchers. As an elected Australian Delegate to the World Council for Gifted and Talented Children and founder of the annual Griffith University Gifted Education Symposium, she actively contributes to advancing the field.Dr Ronksley-Pavia currently leads innovative research at the intersection of artificial intelligence (AI) and gifted education. This forward-thinking work in AI is currently supported by two significant grants: the prestigious Esther Katz Rosen Fund Grant from the American Psychological Foundation (making her the first Australian researcher to receive this honour) and a significant Queensland Department of Education Horizon Grant. Through these projects, she and her team are exploring how AI can be purposefully leveraged to enhance educational experiences for neurodiverse learners and gifted students.

A National Curriculum on Giftedness in Initial and Post-Initial Teacher Education
2025-10-28 19:00 - 20:30 (Europe/Amsterdam) | Virtual
“Every teacher is a teacher of gifted students,” writes the World Council for Gifted and Talented Children (WCGTC) in the document “Global Principles for Professional Learning in Gifted Education.” The WCGTC, therefore, states that every teacher must be prepared to provide appropriate education for gifted students.
Since 2022–2023, the National Knowledge Centre for Giftedness has existed in the Netherlands. The Centre is an initiative of the Ministry of Education, Culture and Science. This Knowledge Centre is a hybrid organization, meaning that knowledge building and sharing occur both online and in person. Examples include a rich database with multimedia brochures, videos, animations, fact sheets, FAQ sheets, podcasts, short online training sessions, exchange sessions at national and local levels, conferences, and more. The combination of what is offered creates a national curriculum for training teachers who want to learn more about high-quality education for gifted students.
The Knowledge Centre maintains a neutral position towards all information and does not prescribe what is “good.” Instead, it makes accessible what is possible and evidence-informed, allowing schools and teachers to make critical choices themselves about the knowledge and information that best suits their principles.
The great thing is that, because it is a government initiative, all activities organized and all materials made available are free to everyone.
In this webinar, we will provide insight into how the curriculum is constructed, how we ensure diversity in the provision, and how we connect with modern insights regarding the training of educational professionals.

Eleonoor van Gerven

19th Asia-Pacific Conference on Giftedness 2026
2026-02-07 00:00 - 2026-02-11 00:00 (Asia/Riyadh) | The University of Business and Technology, Jeddah, Saudi Arabia
The 19th Asia-Pacific Conference on Giftedness (APCG 2026) will be held in Jeddah, Saudi Arabia from February 7–11, 2026, under the theme “Fast Forward: Building a Better Future for Gifted Education 2050.” Hosted by the University of Business and Technology, the event features keynote speakers, workshops, the GenAI Youth Summit, the Gifthone hackathon, and cultural experiences. Join global leaders to explore the future of gifted education.
Paper/abstract submissions open till Sep 30, 2025.

WCGTC Webinar: Professional Learning for Teaching Gifted/High Potential Students: What Do Teachers Know
2026-03-18 19:30 - 21:00 (Australia/Melbourne)
(Times are in Australian Eastern Daylight Time) Convert to your time here.
Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students.
Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However, teachers of the gifted who participated in the studies, also taught in other contexts.
The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university, by local and international academic experts. The aims of the professional learning (Kronborg, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education, creativity, and talent development (Gagne, 2018; Runco, 2014; Subotnik, Olszewski-Kubilius, & Worrell, 2011) for developing gifted students’ cognitive, social and emotional abilities in varied learning contexts. Additionally, it was to challenge teacher participants’ beliefs, perceptions, motivations, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence.
The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels, who participated in the research, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data.
Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students.

Leonie Kronborg
Leonie Kronborg, PhD., is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling, Faculty of Education, Monash University, Australia where she developed, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years, and supervised PhD students with a research focus related to gifted education/talent development. Her research interests include teacher education, talent development, eminence, twice-exceptionality, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly, Journal for Advanced Academics, Gifted Education International, and the Australasian Journal of Gifted Education.
She is a past president of the Australian Association for the Education of Gifted Children, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences, and has more than 75 research articles, chapters, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/

The International Conference on Giftedness and Talent Development 2026
2026-08-08 | The Education University of Hong Kong (Tai Po Campus), 10 Lo Ping Road, Tai Po, New Territories, Hong Kong
The International Conference on Giftedness and Talent Development 2026 brings together top scholars, practitioners, policymakers, and advocates from around the globe to share research, best practices, and new ideas in gifted and inclusive education. With keynote speeches, expert panels, and interactive sessions, we aim to foster international collaboration, shape education policy, and provide meaningful outcomes, including a special issue of the Journal for the Education of the Gifted.

Evaluation and Research in Education Conference 2026
2026-11-04 - 2026-11-06 | Italy, Italy
“From Latent Potential to Outstanding Achievement: Giftedness, Top Performers and Excellence in Contemporary Educational Systems”
aims to promote an evidence-based dialogue on the identification, support, and development of gifted students, high-potential learners, top performers, high achievers, and excellence within contemporary educational systems.

2027 WCGTC World Conference
2027-08-23 - 2027-08-27 | Bežigrajski Campus of the University of Ljubljana, University of Ljubljana Faculty of Education, Kardeljeva ploščad 16, Ljubljana, 1000, Slovenia
Dear Colleagues,
We are delighted to invite you to join us in Ljubljana, Slovenia, for the 2027 World Council for Gifted and Talented Children World Conference. Our goal is to foster meaningful discussions and share transformative ideas that will empower future generations to nurture creativity and excellence in gifted and talented individuals.
Your expertise and insights would greatly enhance our collaborative efforts to envision and shape a more innovative and inclusive future.
We look forward to welcoming you to Ljubljana!
Mojca Juriševič
Local Conference Committee Chair
