The case for a gifted education approach in the Romanian educational system: Breaking new grounds in an Adventist school

Abstract

This article examines the framework for gifted education, exploring significant directions and theories, and addressing the problem of the absence of a sustainable gifted education program in Romania. Its goal is to raise awareness about the necessary systemic changes and to propose a tentative program for a Romanian Adventist school. The theories supporting this study revolve around intelligence and its complementary concepts, sociocultural contexts, and staff development, as well as the systemic shift from giftedness to gifted education. The article also lays the groundwork for a larger research project on the gifted education framework within this school, as it presents an ongoing study in its early stage, utilizing action research to pioneer efforts in a relatively unexplored area by Romanian schools. Data will be collected in the aftermath through interviews, observations, and document analysis, with teachers from the school being participants in the study. Insights gained from this research could help further studies and initiatives on gifted education at both the school-wide and national levels in Romania.