Comparing the Talent Management Model of Gifted Students in the Educational System of Iran and Canada and Presenting a Health-Based Talent Identification Model
Keywords:
talent management model, multidimensional dynamics, enrichment based on independence, assessment and identification based on tests, special facilities, special training, holding competitions, independence in identifying talents, collaborative talent search and talent monitoringAbstract
Objective: The present study aimed to develop a health-based talent identification model for Iranian students through comparing the talent management model of gifted students in the educational systems of Iran and Canada.
Methods and Materials: This study employed a descriptive mixed-methods design consisting of qualitative and quantitative phases. In the qualitative phase, the educational systems of Iran and Canada were examined using purposive sampling, and Canada was selected due to its advanced educational indicators. Data were collected through document analysis and content analysis. In the quantitative phase, the statistical population included gifted students studying in Sampad schools in Tehran who were selected through multistage cluster sampling. The extracted components were then used to develop a questionnaire, and exploratory factor analysis, second-order confirmatory factor analysis, and structural equation modeling were conducted to validate the proposed model.
Findings: The findings demonstrated that the scientific foundations of gifted education in Canada consisted of 58 indicators, 9 categories, and 4 major themes. Exploratory factor analysis identified nine major factors, including multidimensional dynamics, independence-based enrichment, assessment and identification through tests, special facilities, special education programs, competitions, independence in talent identification, participatory talent identification, and talent monitoring, which together explained 94.52% of the total variance. Model fit indices also indicated an acceptable fit (RMSEA=0.039, CFI=0.97, GFI=0.96). Among the identified factors, independence in talent identification and talent monitoring showed the highest factor loadings.
Conclusion: The findings suggest that a health-based talent management model for gifted education should emphasize multidimensional talent identification, learner autonomy, parental and teacher participation, enrichment programs, special educational services, and continuous talent monitoring. Adapting successful experiences from the Canadian educational system may contribute to improving the quality of gifted education and fostering the development of talented students in Iran.
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Copyright (c) 2025 Seyyed Mohsen Mirarabshahi, Aboutaleb Seadatee Shamir, Khadijeh Abolmaali Alhosseini (Author)
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