Nurturing Giftedness in Finland and Saudi Arabia: Comparative Study

Abstract

This research establishes a comparison between Finland and Saudi Arabia, specifically on the educational management system and teachers’ role in the identification and cultivation of gifted students. Accordingly, a review of related literature was conducted, including studies on giftedness, educational management, and teacher roles in both countries. Findings are detailed as follows: both systems must enhance their processes of identifying and supporting gifted students; in Finland, gifted students need tailored treatment, while Saudi Arabia must develop more rigorous identification methods. Pedagogical training programs must also be updated to arm teachers with the essential competencies for determining and assisting gifted students. In sum, this research emphasizes the significance of meeting the needs of gifted students through the educational systems of the two countries. This study provides recommendations for improving educational policies and procedures for gifted students. It suggests enhancing the qualifications of prospective educators in the field of gifted education, proposing a specialized educational program for aspiring teachers, and incorporating technology-oriented instructional programs. The study emphasizes the importance of establishing a curriculum focused on giftedness and talented students, engaging gifted learners through experiential learning activities, and equipping educators with relevant technological abilities. It also suggests future research areas, including differentiated instruction, general education provision, identification processes for talented kids, and understanding parents' perspectives on giftedness and gifted education. Further investigation is needed to examine teacher qualifications and backgrounds, program quality, and the training of educators in effectively supporting and motivating high-achieving learners.