Multifaceted Giftedness: A Cultural Exploration of Giftedness Among Iranian Primary School Teachers

Abstract

This study explores the conceptions of giftedness among Iranian primary school teachers. Through semi-structured interviews with 31 teachers, the findings reveal a multifaceted understanding of giftedness, including cognitive-academic skills (e.g., rapid learning, creative problem-solving, early reading ability, strong memory, abstract thinking, critical thinking, and mathematical skills), social-emotional skills (e.g., communication and social skills, effort and perseverance, self-motivated learners, leadership, empathy, and caring for others), and ethical traits (e.g., ethical values, responsibility, and commitment). While teachers’ perceptions align with some established Western models, they also emphasize culturally specific traits such as social-emotional and ethical characteristics. The study highlights the need for a culturally responsive approach to gifted education, and suggests that educators and policymakers should integrate these broader conceptions into curricula and teaching practices. © The Author(s) 2025