World Council for Gifted and Talented Children

Challenge For All Summer Sessions
2022-06-20 - 2022-07-31
Professional Development courses for educators and administrators from HA/GT Collaborative. Our approach extends beyond stand-alone workshops to help ensure international educators have the necessary support to do their best teaching, coaching, coordinating and leading. Flexible, asynchronous courses with job-embedded tasks meet you where you are with three distinct entry points (foundation, application and specialization).

17th APCG
2022-07-07 - 2022-07-10
We are pleased to invite you to connect again with the Asia-Pacific Federation on Giftedness (APFG) and join us in the 17th Asia-Pacific Conference on Giftedness (APCG), that will take place from 7 July to 10 July 2022 for a hybrid event with virtual and physical attendees at the National Taiwan Normal University.
This is the third time that Taiwan hosts the APCG conference. In response to the unsettled times with Covid-19 happening, this 17th APCG conference is planning for a hybrid event with virtual and physical attendees at the National Taiwan Normal University. The exact format of the conference will be announced in April 2022 depending on developments with regard to Covid-19. We still keep hope that we may return to its regular physical gatherings in the summer of 2022, and welcome as many of you as possible to enjoy Taiwan’s warm hospitality and beautiful scenery.
The conference theme is “Embracing Diversity, Blooming Talents”. The 4-day program for the conference will feature keynote speeches, invited symposia, invited workshop, and parallel presentations on theory, research, and practice in the latest development and education of gifted and talented individuals.
Many thanks to the following speakers that have gracious accepted to give keynotes at the 17th APCG conference:
* Professor Robert J. Sternberg, Cornell University, USA
* Professor Jonathan A. Plucker, John Hopkins University, USA
* Professor Margaret Sutherland, University of Glasgow, UK
* Dr. Apichart Pholprasert, Chulalongkorn University, Thailand
* Professor Ugur Sak, Anadolu University, Turkey
* Professor Albert Ziegler, University of Erlangen-Nuremberg, Germany
* Professor Dennis Hong, University of California, Los Angeles, USA
* Professor Wing-Huen Ip, Academic Sinica, Taiwan
The Call for Papers is now open until Tuesday 15 April 2022. Submissions related to the conference theme are especially encouraged.
The 17th APCG conference provides opportunities where you will reconnect with like-minded professionals and peers, interact with international educators for future cooperation, learn and share about the latest trends in different thematic sessions. The event also provides opportunities for meetings of the Assembly of Delegates, the general membership, and the committees of the APFG. Welcome to join or renew your membership of the APFG and update your member profile so as to attend, participate and vote at meetings of the members as well as enjoy member rates for the APCG conference.
This 17th APCG conference is free of charge though registration is required until 31 May 2022. For the most up to date information about the conference, please visit the official website of the 17th APCG conference.
Website: https://www.apcgtaipei2022.org
Enquiries: apcgtaipei2022@gmail.com

ECHA 2022
2022-08-31 - 2022-09-03
Call for abstracts extended to April 11.

INTERNATIONAL GROUP FOR MATHEMATICAL CREATIVITY AND GIFTEDNESS
2022-09-25 - 2022-09-28 | Alexis Park All Suite Resort and Conference Center, 375 E Harmon Avenue, Las Vegas, NV, 89169, United States

2022 AAEGT Virtual Conference
2022-10-21 - 2022-10-22 | Virtual
2022 Virtual Conference. Australian Association for the Education of the Gifted and Talented #AAEGT
The conference will include five different streams relating to the theme.
Effective Policy
Leadership
Innovative Practice
Collaborative Communities
Excellence Through Diversity
Important Date: Sunday 3rd July 2022: Deadline for submission of abstracts.

WCGTC Webinar - Professional Learning in Gifted Education
2022-11-29 08:00 - 10:20 (Europe/Amsterdam) | Virtual
(Times are in Central European Time)
Optimizing gifted education requires optimizing teacher education. This was the underpinning concept for the WCGTC Global Principles for Professional Learning in Gifted Education. While developing these principles, many differences in perspectives on giftedness, teacher education in general and gifted education in particular, between countries were discussed. It became clear that in each country, specialists in gifted education struggle to find ways to transfer what we know about gifted education into ways to stimulate professional learning for teachers. Opportunities and limitations due to cultural differences, local policies, perspectives on giftedness, et cetera place colleagues from all over the world for different challenges. The purpose of this webinar is to present three examples to optimize teacher education. The presenters will discuss good practices and their research into competency development and teacher education. Participants will be given the opportunity to interact and compare their professional experiences to what is presented in the showcases.

Members click here to register

Non-members click here to register

Mojca Juriševič​
In Slovenia, teacher education takes place in two successive phases: initial teacher education (ITE) and professional development courses (CPD). Initial teacher education is public and takes place at university level within the framework of the European Qualifications Framework (i.e. 300 ECTS). Classroom teachers are educated at the faculties of education, whereas subject teachers are educated either at the faculties of education (parallel ITE system) or at other faculties that are fundamental to the respective professional profile of subject teachers (sequential ITE system). In-service teachers are educated in a system of CPD courses linked to their professional development, and thus to the quality assurance of the whole education system.Against the broader cultural and historical background of the Slovenian education system, gifted education is not (yet) systematically organised and well coordinated across the whole education chain, which is also the case for teacher education. Therefore, the contents of gifted education are integrated into various subjects of initial teacher education and are not offered as regular subjects in the degree programmes. However, students can still choose from elective subjects related to gifted education. On the other hand, in the framework of the CPD system, which is under the auspices of the Ministry of Education, Science and Sport of the Republic of Slovenia, courses of 8-24 hours can be offered to provide teachers with some specific contents in the field of gifted education. Finally, Slovenian teachers can learn about gifted education at professional conferences and in national and international projects, as well as through individual literature study. However, none of the presented forms of professional learning in gifted education is compulsory, but counts entirely on the enthusiasm of individual teacher or school.In this presentation, I will share some empirically supported approaches from Centre for Research and Promotion of Giftedness at the Faculty of Education, University of Ljubljana that can be integrated into pre-service and in-service teacher education to enable teachers to teach gifted students appropriately.

Eleonoor van Gerven
In the Netherlands and Flanders, a growing number of primary schools are now providing gifted education. Teachers have expressed their need for practical suggestions that will help them to offer high-quality education to gifted learners (Haenen & Mol-Lous, 2014; Houkema, Janssen, & Steenbergen-Penterman, 2018). To achieve high-quality in gifted education, high quality in teacher education on this subject is required (Biesta, 2012; Lunenberg et al., 2014). To meet their professional needs, an increasing number of Dutch and Flemish teachers are investing in continuous professional development on the subject of gifted education.
In this study, a competency matrix providing a framework for postgraduate teacher education programmes for specialists in gifted education was developed. Generic teaching education competencies were viewed through the lens of gifted education (Bakx et al., 2019; Callahan & Hertberg-Davis, 2018; Cooper et al., 2017; Johnson, et al., 2016; Onderwijscoöperatie, 2014; Struyven & Ceulemans, 2012). The matrix describes 25 competencies considered by the international professional community of specialists in gifted education to contribute to high-quality gifted education matching the inclusive approach that underpins educational policies on how teachers should cope with the diversity of students in their classrooms (M-Decreet, 2014; Wet primair onderwijs BES, 2016).
The study describes what knowledge and skills could be considered examples of the 25 competencies that are recommended. Stakeholders (teachers, specialists in gifted education and parents; N=354) were presented with these indicators and asked which of them they considered important. Their selections provide insight into their understanding of the competencies of specialists in gifted education. The selections also provide a better understanding of what stakeholders consider to be important for gifted education.
This competency matrix can be used as a mental framework for the development of customised teacher education, based on the particular professional concerns of teachers. It can be used as a guideline in developing professional standards for specialists in gifted education.

Letchmi Devi Ponnusamy
Over the past two decades, the Singapore education system has been supporting High Ability Learners (HAL) through a series of supports. For the primary level, a Gifted Education (GE) programme continues since its inception more than 40 years ago. At the same time, broader supports are offered to high ability learners at the secondary levels via school-based programmes.Teachers are trained for the GE programme by gifted education experts and specialists from MOE, whilst at the secondary level, teacher training is more diverse and is based on their HAL learners’ needs (Koh et al, 2014). In general delivery of PD programmes offered by different service providers need to meet specific service quality guidelines required by the Ministry. Given the wide range of teacher learning experiences and competencies, a recent examination of teachers’ perspectives of teaching HALs from selected secondary schools provided fresh insights about teacher training. The study has shown a lack of coherence with the instructional policies and strategies and learning outcomes across schools offering HAL programmes (Tan et al 2017; Tan et al, 2020). Teachers currently undertaking courses in HAS curriculum development have also shared their thoughts on the challenges that they face with meeting the needs of HALs in their classrooms. These key tensions are considered to distill insights to understand supporting teachers working with HALs.

WCGTC Webinar – How to Advocate for the Gifted?
2023-01-25 11:00 - 13:30 (Europe/Amsterdam) | Virtual
(Times are in Central European Time)
Educators, parents, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted, to disseminate information about talent development, and to create a constructive and creative dialogue in society to support gifted children.

Ahmed Hamden
This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful, real-life, and hands-on enrichment experiences for gifted students.

Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education, College of Education, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona, Tucson, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE), UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC, & UAE Delegate), the European Council for High Ability (ECHA), National Association for Gifted Children (NAGC), and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education, giftedness, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020, the national research award in Oman at 2017, and the excellence in research by the College of Education, UAEU at 2022. His research interests include assessment and education of gifted and talented students, developing and adapting assessments to the Arabic culture for students with special needs, designing and adapting enrichment programs for gifted and talented students focusing on STEM education, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021.

Alexandra Vuyk
Paraguay, a small country in the middle of South America, has an excellent law for inclusive education which specifically lists high ability students. However, until now, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context, we have organized our work in five components: Awareness, training, intervention, applied research, and advocacy. I will share how we are slowly making progress through those components, which span all the way from free awareness talks and media appearances, to a large-scale grant called Talent Map, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators.

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, as well as Founder and Director of Aikumby Center for Giftedness and Creativity, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research, practice, and advocacy in her country; she co-founded REDPAC Paraguay, the network for professionals working with high ability students, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. 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). Her research interests include social and emotional development of intellectually and creatively gifted individuals, creative and non-linear career paths, and personality traits related to these paths.

Deb Walker
Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these. At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity, diversity and inclusion is to advocate for them until they are able to advocate for themselves.

Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX, the gifted-ed coordinator of the Massey University Specialist Teacher Programme, a member of the MoE Gifted Advisory, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.

3rd Thematic ECHA Conference on Teaching Highly Able Students
2023-03-05 - 2023-03-07 | Haifa, Israel, Haifa, Israel
More details coming soon

WCGTC Webinar – Culturally Responsive Education for the Gifted
2023-03-20 17:00 - 18:30 (Europe/Amsterdam) | Virtual
(Times are in Central European Time)
Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners, particularly for gifted students from underserved, underrepresented, and marginalized populations (e.g., gifted females, gifted-LGBTQ+, gifted refugees, and other linguistically, racially, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives, appreciating others’ strengths, and building empathy.

PJ Sedillo
Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect, facilitate, and support unconditional love so that they can continue to grow, thrive, survive, and live. Furthermore, this presentation is geared for counselors/therapists, educators, family members and others who support and assist individuals who are Gifted LGBTQ+.

Bronwyn MacFarlane
To provide culturally responsive education for gifted learners, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.

Sally Reis
What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators, and particularly, educators of talented and gifted girls and young women, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important, despite the obstacles and barriers they face, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.

WCGTC Webinar - Multiple Facets of Creativity and Divergent Thinking
2023-05-17 21:00 - 22:30 (Europe/Amsterdam)
(Times are in Central European Time)
Research on creativity is an interdisciplinary topic spreading across multiple fields, including psychology and gifted education. Several theorists proposed several “facets of creativity” over the past decades. Yet, the concept of creativity is still far from a straightforward construct. Creativity can be viewed from different perspectives and forms. Divergent thinking, however, remains the most frequently used indicator of creativity in both creativity research and educational practice, and divergent thinking theory has the domination of the creativity conceptions and the practice of what it means to be a creative person. Recent research has suggested that creativity can be an effective resource for learners encountering everyday crises.

Sergio Agnoli
Sergio Agnoli, Ph. D., is an assistant professor at the Life Sciences Department of the University of Trieste and currently holds the charge of Senior Scientist at the Marconi Institute for Creativity (MIC, Italy).
His research interests are centered on: cognitive, emotional, and neurophysiological substrates of creative thinking and creative achievement; theoretical definition of the creative thinking process; emotional development and emotional intelligence. In these fields, Sergio Agnoli has published many contributions in top-ranked peer reviewed international journals (e.g., NeuroImage, European Psychologist, Thinking & Reasoning, Neuropsychologia, Personality and Individual Difference) and books and he established collaborations with several research groups and universities. His research has received national and international media coverage (e.g., La Repubblica, Airone, PsyPost, The Guardian, Pacific Standard).

He was awarded the Gabriele Di Stefano award (Italian Association of Psychology), and his research was featured with the cover of the journal NeuroImage (Elsevier, Vol. 207). He is one of the originators and organizers of the MIC Conference, the international conference devoted to the science of creative thinking, acting as Conference Co-Chair. Sergio Agnoli is Invited Full Member of the International Society for the Study of Creativity and Innovation (ISSCI), member of the Scientific Committee of the Fondazione Guglielmo Marconi, as well as he was elected member of the Organizing Committee of the Society for the Neuroscience of Creativity (SfNC).

He serves as Associate Editor for Possibility Studies & Society (SAGE Publishing) and as Academic editor of PLoS ONE (for the “Creativity” topic). He is member of the Editorial Board of the Creativity Research Journal, Journal of Creative Behavior, Journal of Creativity, and PLoS ONE.
Exploring and fostering creative potential during childhood: the role of trait emotional intelligence
Creative potential is a complex ensemble of multidimensional resources, which can explain the latent ability to produce potential original and valuable ideas. How this set of resources interacts during the human development in the expression of creative behaviors is still an open question in the creativity research. In this talk, I focus on the interactive dynamics predicting the expression of the creative potential during childhood, pointing in particular my attention on the role of children’s trait emotional intelligence (trait EI) as a central explicatory mechanism driving these dynamics. Reviewing the results emerging in a series of recent studies, I indent to show how individual differences in trait EI can interact with the effects of children’s cognitive resources and of contextual-environmental factors in the expression of their creative potential, as well as how EI can modulate the efficacy of a training intervention specifically designed to increase children’s potential.

Zorana Ivcevic Pringle
Zorana Ivcevic Pringle, Ph.D., is a Senior Research Scientist at the Yale Center for Emotional Intelligence. Dr. Ivcevic studies the role of emotion and emotional intelligence in creativity and well-being, as well as how to use the arts (and art-related institutions) to promote emotion and creativity skills. She has previously served as Associate Editor of Psychology of Aesthetics, Creativity, and the Arts and International Journal of Creativity and Problem Solving, and is currently Associate Editor at Creativity Research Journal. She has edited the Cambridge Handbook of Creativity and Emotions and is co-editor of Crisis, Creativity, and Innovation. She collaborated with colleagues from Denmark, Spain, China, France, Germany, Poland, and Croatia and published her research in journals such as Personality and Social Psychology Bulletin, Journal of Personality, Applied Cognitive Psychology, Creativity Research Journal, Journal of Creative Behavior and others. Her work has been featured in the Harvard Business Review, ArtNet, US News, Education Week, Science Daily, El Pais, and others, and she is a regular contributor to Psychology Today and Creativity Post. Dr. Ivcevic received the Award for Excellence in Research from the Mensa Education and Research Foundation, the Berlyne Award for Outstanding Early Career Achievement from the Society for the Psychology of Aesthetics, Creativity and the Arts, and has been elected Fellow of the American Psychological Association.

Self-Regulation of Creativity: Bridging the Gap Between Ideas and Products or Achievements
Decades of research provide rich knowledge about the nature of creative potential (e.g., personality, motivation, and cognitive abilities predicting creative behavior and achievement). We also know much about the nature of creative products. However, the process between generating creative ideas and actualizing these ideas in creative products and achievements is less well understood. In this talk, I present a model and research supporting the proposition that self-regulation processes are key to transforming creative ideas into accomplishments. I adapt and extend social psychological research on self-regulation and define two broad groups of self-regulation processes in creativity: (1) revising and re-strategizing (regulating process expectations, adjusting approach, and embracing risk), and (2) sustaining effort (planning, persistence in the face of obstacles, and managing emotions).

James Kaufman
Dr. James C. Kaufman is a Professor of Educational Psychology at the Neag School of Education at the University of Connecticut. He has written or edited more than 50 books including two books coming out in 2023: The Creativity Advantage (Cambridge) and Lessons in creativity from musical theatre characters (Routledge; with award-winning composer Dana P. Rowe). Kaufman has won awards from Mensa, the American Psychological Association (Berlyne, Arnheim, and Farnsworth awards), the National Association for Gifted Children (Torrance award), and many others. He has edited books on pseudoscience and animal cognition with his wife, Allison, tested Dr. Sanjay Gupta’s creativity on CNN, written a book on bad baseball pitchers with his father, and written a musical, Discovering Magenta, which premiered in NYC a few years ago.
He is also a playwright and lyricist whose work has been performed all over the world; his musical Discovering Magentaplayed NYC and its cast album is available on CD and most streaming services. Kaufman has blended his theatre and creativity interests in a forthcoming book with composer Dana Rowe, Creating Your Spotlight Lessons in Creativity from Hamilton, Gypsy Rose Lee, and more!
Kaufman has proposed a number of well-known creativity theories with his colleagues. Perhaps the best-known is the Four C Model of Creativity, which outlines a developmental trajectory of creativity that moves from mini-c (personal) to little-c (everyday) to Pro-c (expert) to Big-C (genius). He has won many awards, including Mensa’s research award, the Torrance Award from the National Association for Gifted Children, and APA’s Berlyne, Arnheim, and Farnsworth awards. He co-founded two major journals, Psychology of Aesthetics, Creativity, and the Arts and Psychology of Popular Media Culture, and has tested Dr. Sanjay Gupta’s creativity on CNN.
The Creativity Advantage
Scholars tend to focus on how creativity can be improved, but spend less time talking about how creativity can predict other variables. Yet a solid understanding of creativity’s connection to positive outcomes can help articulate creativity’s continued and growing importance. The existing work is more likely to focus either on the benefit of Big-C or how creativity is associated with grades or work performance. This risks overlooking a number of other ways that creativity provides specific positive benefits, regardless of a creator’s level of ability or acclaim. This talk will highlight some specific areas that creativity can improve, such as healing and mood improvement, meaning and legacy, and equity.

2023 WCGTC World Conference
2023-08-05 - 2023-08-13
Excellence Without Borders: Gifted Education in a Changing World

Gifted Education Online Symposium 2023 - Hosted by Griffith University
2023-10-26 08:30 - 15:00 (Australia/Sydney) | Virtual

WCGTC Webinar - 2e Learners
2024-02-08 19:30 - 21:00 (Europe/Amsterdam) | Virtual
(Times are in Central European Time)
In this webinar, we will address two topics: possible barriers to identity development for 2E learners and the ABCs of connective literacy as a strategy for supporting 2E learners in developing their identity. The first presentation by Eleonoor van Gerven will focus on the topic of identity development. The second presentation by Debbie Troxclair focuses on connective literacy.
Twice-exceptional learners may waiver in their identity because of the duality of the ways in which they experience the world because of their twice exceptionality. Using avatars provides opportunities for learners to test different ways of being, interacting, and responding to circumstances and allows opportunities for testing different characteristic traits related to their identity “under development” by depersonalization of their participation (Hébert, et al., 2014; Wood and Syzmanski, 2020). Bibliotherapy encourages social-emotional growth and literacy for gifted learners (Halstead, 2009; Seney, 2017; Ferguson, 2009). Literature which includes gifted learners as main characters in situations, offers students the chance to reflect, discuss how the characters in the story resolve problems, and develop an identity. In reacting to literature, they may recognize themselves/their situations in the literature as they dissect and diffuse problems as part of supportive solution-oriented group. Connective literacy strategies call upon students to generate multiple scenarios for interaction as one of their uniquely designed avatars in a variety of circumstances by changing the elements of the literature (setting, plot, problems, solutions) (Troxclair & Van Gerven, 2023). Product development, an element of the bibliotherapy strategy, provides twice-exceptional learners to demonstrate social emotional development in a variety of formats (oral, written, creative/artistic).

Eleonoor van Gerven

Debbie Troxclair
Dr. Debbie Troxclair, Associate Professor, at Lamar University, a life-long advocate for the education of gifted children, has been actively involved in many state and national professional organizations in gifted education since 1987, and service to international professional organization as the co-chair of the 16th Biennial Conference of the World Council for Gifted and Talented Children in New Orleans in 2005. Dr. Troxclair has recently been honored by the Association for Gifted and Talented Students-Louisiana as president-elect for 2024.
She has made numerous conference presentations local, regional, state, national and international conferences. She has publications in Roeper Review, Gifted Child Today, Parenting for High Potential, Understanding Our Gifted, and TEMPO (an online resource of TAGT). She has contributed chapters in publications for NAGC, Using the National Gifted Education Standards for PreK -12 Professional Development, and she was a contributing author in the book Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners (1st ed). In 2013-2014, Dr. Troxclair was instrumental in developing the online master’s degree program in special education and a concentration of gifted education courses within Lamar University’s Teacher Leadership online master’s degree program. Dr. Troxclair has recently began taking art classes where she can now reboot her other creative passion, watercolor painting.

WCGTC Webinar - Teacher Education - March 2024
2024-03-21 19:30 - 21:00 (Europe/Amsterdam) | Virtual
March 21 @ 1:00 – 2:30 PM
(Times are in Central European Time)
In this webinar, participants will first focus on opportunities to include “The Top 20 Principles from Psychology for Pre-K-12 Creative, Talented and Gifted Students Teaching and Learning” in continuous professionalization for teachers. The webinar will then transition to a small panel conversation focused on the similarities and differences in continuous professional development globally led by three teacher educators from around the world. We will then discuss how these 20 principles can be reflected in various teacher education programs/courses and how these newly trained educators can implement this knowledge to positively affect the gifted education of their identified students.

Dr. Christine Deitz
Dr. Christine Deitz is the Associate Director for the Jodie Mahony Center for Gifted Education at the University of Arkansas at Little Rock. She is a nationally recognized educator in gifted, creative, and talented education. During her 26 years of public school service, she was a College Board faculty consultant in social studies. Christine holds two National Board Teacher certifications and is also the coordinator of the National Board for Professional Teaching Standards Candidate Support Site at UA Little Rock. A recipient of multiple national educator and curriculum awards,
Dr. Deitz was recognized as Doctoral Student of the Year and received the A. Harry Passow Classroom Teacher Award from the National Association for Gifted Children (NAGC). She is the author of numerous articles on gifted education and is the immediate-past president of the state’s advocacy association, Arkansans for Gifted and Talented Education. She currently serves on NAGC’s Board of Directors as State Representative.

Mrs. Annemieke Weterings-Helmons
Mrs. Annemieke Weterings-Helmons M.EP is a part-time associate professor at Fontys University in the department of teacher education and educational needs. She is specialized in math education and dyscalculia, and gifted education. From 2007-2009 she had the shared responsibility for the development and implementation of the first Dutch Master Educational Needs in Gifted Education at Fontys University. At Fontys University, Mrs. Weterings-Helmons is currently responsible for their teacher education courses on gifted education.
She is a co-developer and lecturer at Slim! Educatief’s teacher education course Specialist in Educating Twice Exceptional Learners.

Dr. Erkki Lassila
Erkki Lassila, PhD, is an assistant professor at the Graduate School of Human Development and Environment at Kobe University, where he chairs Teacher Education Research. Originally from Finland (University of Oulu), he has been a research student at Hokkaido University (2013–2016) and a visiting researcher at Ehime University (2020–2021). His research focuses on teachers’ work as an relational and emotional practice in different sociocultural contexts, comparative perspectives in education and gifted education as a challenge to mainstream education, and teacher thinking.

Dr. Lassila’s current project focuses on identifying culturally appropriate theoretical and practical models for educating Japanese teachers about Gifted Education. He is a country delegate of Japan for the Asia-Pacific Federation on Giftedness (APFG).

Dr. Rena Subotnik
Rena F. Subotnik, PhD, serves as Research Associate at the Academic Talent Development Program, University of California, Berkeley, Graduate School of Education. From 2001 until June 2023, she was Senior Director of the Center for Psychology in Schools and Education at the American Psychological Association. Under her leadership, one of the Center’s missions was to generate public awareness, advocacy, clinical applications, and cutting-edge research ideas that enhance the achievement and performance of children and adolescents with gifts and talents in all domains.

Dr. Subotnik is co-author, with Paula Olszewski-Kubilius, and Frank Worrell, of the Megamodel, appearing in publications such as Scientific American, Scientific American Mind, Annals of the New York Academy of Sciences, Frontiers in Psychology, Psychological Science in the Public Interest, and the Annual Review of Psychology, and co-editor with Paula Olszewski-Kubilius and Frank Worrell of The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent.

Rena has been awarded grants from the U.S. Center for Disease Control and Prevention, the National Science Foundation, the Institute of Education Sciences, the Camille and Henri Dreyfus Foundation, McDonnell Foundation, the American Psychological Foundation, and the U.S. Department of Education to support her projects.

WCGTC Webinar - If You Build It, They Will Come - April 2024
2024-04-09 07:00 - 08:30 (America/Chicago) | Virtual
(Times are in Central Time in the United States)
Advocacy is a continuous process that can occur at different levels and in several forms. Gifted children need to have their rights and needs supported. In this regard, educators, parents, and legislators can be their spokespersons. They can affect changes to better policies, services, and programs for the gifted. In this webinar, the presenters will share strategies and tips for how to design successful advocacy messages and, then, to contribute to making a difference in the lives of gifted children around the world.

Dr. Julia Roberts
Dr. Mantak Yuen
Dr. Julia Link Roberts is the Mahurin Professor of Gifted Studies at Western Kentucky University. Dr. Roberts is the Executive Director of The Center for Gifted Studies and The Gatton academy of Mathematics and Science. She is an experienced advocate at the local, state, and national levels. The National Association for Gifted Children presented her with the David Belin Award for her advocacy. Dr. Roberts is a member of the boards of the Kentucky Association for Gifted Children and The Association of the Gifted, a division of the Council for Exceptional Children. She is past president of the World Council for Gifted and Talented Children.
Professor Mantak Yuen, Ph.D., is an esteemed Associate Professor and Director of the Laboratory and Program for Creativity and Talent Development at the Centre for Advancement in Inclusive and Special Education, the University of Hong Kong, China. As a Registered Psychologist with specializations in Counselling Psychology and Educational Psychology, he brings a wealth of knowledge and expertise to his field. Professor Yuen’s groundbreaking work includes the development and validation of The Life Skills Development Self-Efficacy Inventories. These pioneering measurement tools assess Asian learners’ self-efficacy in applying life skills across academic, personal-social, and career and talent development domains. In addition to his research, Professor Yuen is a dedicated course leader for the Master of Education in Gifted Education and Talent Development program. He also serves as the Vice-President of the Asia-Pacific Federation on Giftedness and represents Hong Kong, China, as a delegate to the World Council for Gifted and Talented Children.

2024 Marguerite-Bourgeoys School Board Conference on Giftedness
2024-04-26
Online – Québec, Canada (in French)
The Educational Resources Department of the Marguerite-Bourgeoys School board, in partnership with Haut potentiel Québec, the Research and Intervention Laboratory on Psychosocial Adaptation (laRIDAPE, UQTR) and the Association québécoise pour la douance and in collaboration with the Beauce-et-chemin School Board, is pleased to present the 3rd edition of the Gifted Symposium: Meeting the needs of gifted students, it’s not rocket science!

WCGTC Webinar - Exploring Overexcitabilities and Creativity in Educational Settings - May 8, 2024
2024-05-08 14:00 - 15:30 (America/New_York)
(Times are in Eastern Time in the United States)
This webinar delves into the fascinating realm of creativity among school students, focusing on the role of overexcitabilities (OEs). Through a meticulous examination, it aims to uncover the intricate relationship between OEs and creativity across various domains in different contexts. Drawing from a diverse sample, the webinar utilizes advanced measurement tools to explore the predictive power of OEs on creativity. Attendees will gain valuable insights into how different dimensions of overexcitabilities impact creativity, paving the way for a deeper understanding of the creative potential within student populations.

Eliana Sleiman
Eliana Sleiman holds a Bachelor of Engineering and a Masters in Educational Psychology both from the American University of Beirut. She received a Graduate Fellowship and Assistantship Scholarship and was awarded the Dr. Fuad Said Haddad Award in Education, which is awarded to the graduate student in education who writes the best thesis as selected by the Department of Education. Her research focuses on overexcitabilities, creativity and ADHD. Eliana has over 10 years of experience in working with children from underserved communities and with different educational needs. Currently, Eliana serves as the Co-Director and Head of Programmes at CodeBrave Lebanon, a non-profit organization that equips youth with tech skills to help lift themselves out of poverty. She uses her academic background and practical experience to guide educators and ensure the use of evidence-based practices in the classroom.
Shelagh Gallagher
Dr. Shelagh Gallagher is the director of Engaged Education, where she conducts research, writes curriculum, provides professional development, to educators worldwide. Her efforts involve policy and advocacy, including co-authoring the national report America Agrees. She has published articles on topics including the history of equity efforts in gifted education, the nature of creative expertise, personality and developmental attributes of gifted children, and gender differences in mathematics performance. She is an eight-time winner of the NAGC Award for Exemplary Curriculum. Every summer she makes time to work with gifted youth at Camp Yunasa. Dr. Gallagher the current President of the National Association of Gifted Children.

2024 Wallace Research Symposium on Talent Development
2024-05-19 13:00 - 2024-05-21 14:30 (America/New_York) | University of Connecticut, Storrs, CT, 06269, United States
Group photograph from the 2018 Wallace Symposium at Johns Hopkins University
The University of Iowa’s Belin-Blank Center has partnered with the University of Connecticut’s Renzulli Center for Creativity, Gifted Education, and Talent Development as well as the National Center for Research on Gifted Education to provide the 2024 Wallace Research Symposium on Talent Development. Supported in part by a generous endowment from the Wallace Research Foundation, the Symposium will be held May 19-21 on at the University of Connecticut Storrs Campus.

WCGTC Webinar – Equity– June 20, 2024
2024-06-20 12:00 - 14:00 (America/Chicago)
(Times are in Eastern Time in the United States)
Join us for this webinar of critical conversations that examine how implicit biases are embedded in U.S. educational structures and how these practices exclude gifted and talented students from receiving necessary individualized educational supports and services. With an openness to broadening our concepts of giftedness and a willingness to implement just policies and practices, we can build relationships and send ripples of change for equity in gifted education.
We will discuss implicit biases, embedded in U.S. educational structures, that result(ed) in exclusionary policies and practices and the chronic absence of gifted and talented students from gifted education programming. Furthermore, we will look at Gentry et al. (2019) which provided definitive evidence of the under identification of Black/African American, Hispanic/Latino, Native American/Alaska Native, and low-income students with giftedness. In addition, we will refer to Ladson-Billings (2006) who provided a lens to bring focus on the chronic nature of the underachievement of marginalized students with a description of “education debt.”

Sarena Gray
Anne M. Gray, Ph.D.
Dr. Sandra Rodriguez
A Diné woman from Lukachukai, AZ, on the Navajo Nation. She received a B.A. in Ethnic Studies from Brown University in 2018 and is currently pursuing a PhD in Adult and Higher Education at the University of Oklahoma’s Educational Leadership and Policy Studies department.
Bilagáana, married to Táchii’nii, with four Diné children; Assistant Professor at Northern New Mexico College; graduate of the Gifted Education Research and Resource Institute (GER2I), Purdue University; and co-authored “Access denied/system failure: Gifted Education in the United States: Laws, Access, Equity, and Missingness Across the Country…” (Gentry et al., 2019).
Associate Professor and Chair of the Department of Teacher Education at Northern New Mexico College. She has worked for over 30 years as an educator in the state of New Mexico serving in a variety of capacities and gaining broad experience in the areas of curriculum and program development, program implementation, program monitoring, and program assessment.

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18th Asia-Pacific Conference on Giftedness
2024-08-17 - 2024-08-20 | Takamatsu City, Kagawa Prefecture, Takamatsu, Japan
The theme for The 18th Asia-Pacific Conference on Giftedness (APCG) is “Educational Environments for Transforming Gifted Minds, Lives and Communities”.
The theme for Youth Summit is “Connecting the World Glocally to Ensure a Sustainable and Equitable Future”.

2024 ECHA Conference
2024-08-28 - 2024-08-31 | Anatolia College & Thessaloniki Concert Hall, Thessaloniki, Greece
The European Council for High Ability (ECHA) aims to advance the study and development of potential excellence in people. ECHA acts as a communications network to promote the exchange of information among people interested in high ability – educators, researchers, psychologists, parents and the highly able themselves. The theme for the 19th International ECHA Conference in Thessaloniki, Greece, is Expanding Horizons -The Odyssey of Talents and Gifts, inspired by Homer’s epic poem.

International Conference on Gifted Education (ICGE) 2024
2024-10-18 - 2024-10-19 | Kaveri College of Arts, Science and Commerce, Ganeshnagar, Pune, S. NO.36, SHRI G.M. SHETTY EDUCATIONAL COMPLEX, Ganeshnagar, Pune, 411038, India
“Illuminate India: Creating Connections among Gifted Education Stakeholders” promises to be a pivotal conference (in the wake of NEP2020) that is dedicated to foster a thriving ecosystem for the holistic development of gifted and talented children. This conference aims to bring together voices of all stakeholders, educators, parents, practitioners and policy makers, and to recognize their crucial roles in nurturing brilliance and thereby illuminating the gifted potential in India.

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.
