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Purpose: During the last decade, new continuing learning pathways have been designed and implemented in the Dutch Vocational Education and Training (VET) column aiming to foster students' transitions between successive educational levels. Prototypical examples of such continuing learning pathways are the Green Lyceum (GL) and the Technical Talent Development programme (TTD). In the present exploratory study, GL and TTD were compared in terms of curriculum design aspects and students' acquired VET diplomas and transitions to higher VET levels. Methods: Ten curriculum design aspects of GL and TTD were described through curriculum description forms and focus group discussions to be able to determine similarities and differences between both learning trajectories. Moreover, acquisition of VET diplomas and transitions to higher VET levels of students from both programmes were compared. Findings: The ultimate goal of GL was to promote student transitions to higher professional bachelor (HBO) programmes while TTD mainly intended to increase student numbers in the technical domain at the secondary VET level. For GL, a new and integrated VET curriculum was built with specific ingredients to prepare students for the HBO level. For TTD, the contents of the regular VET programmes were roof tile stacked in an accelerated curriculum with a stronger focus on vocation-oriented assignments in the technical domain. Conclusion: If the ultimate goal of a continuing learning pathway is to promote students' transitions to higher VET levels, curriculum design aspects as represented in GL seem more effective. However, if the focus is on promoting students' diploma acquisition at lower VET levels for specific sectors, curriculum design aspects as represented in TTD seem more effective.

The role of creativity in teaching gifted children is essential for gifted students to develop their high abilities and creative potential. Teaching and fostering creativity and creative thinking within other academic domains can provide opportunities for excellence and achievement within students' talent development and interests. This manuscript aims to highlight research participants' perceptions of teaching strategies and the importance of creativity in the development of gifted students. These perceptions were captured utlizing a qualitative, case-study design approach whereby the data was collected through semi-structured interviews and observations, and these data were analyzed through an exploratory analysis approach. Findings revealed that the perceptions of the selected participants (three gifted students, two mothers, five teachers, two principals, and one educator) are in line with the recommendations of experts in the field of creativity and giftedness. Implications for educators are discussed, including creating an environment that is responsive to the needs of gifted students and their creativity and cultivating a psychologically safe school space, that promotes the development of creative potential.

There is a lack of research into talent identification and talent development in the field of performing arts. The Voice of Holland (TVOH) has been the subject of a longitudinal empirical study as a good example of a setting for talent identification and talent development in this field. The study involved a literature review on talent approaches, talent identification, talent development, and performance. The study sought answers to the question how coaches at TVOH identify the singing talents of participants and contribute to develop these talents to a higher level of performance necessary for growth into a professional performer. Data were collected by desk research, participative observations, and qualitative interviews. The study revealed that talent identification and talent development intertwine, transformational coaching is part of performance coaching, and the preparation of talents in the field of the performing arts benefits a more integrated approach on talent development to enhance the overall performance needed to grow into a professional performer. Although the findings and conclusions are context specific for TVOH, they might be useful for teachers, coaches, and talents in the field of the performing arts and anyone else interested in the education and preparation of talents in general.

This article presents a study on the development of art environments for young talented artists across 4 municipalities in the western part of Jutland, Denmark. Within this context and based on systems thinking, neosystems thinking and a holistic ecological approach to talent development, the researchers identify and describe three transcontextual art talent environments (Off-Track, Film, Show-up). Based on the neo-systemic concepts of symmathesy (Together-learning), the pivotal point in this study, was to identify organizational markers in the development of a strong talent infrastructure across the municipalities. This to enable and cultivate the artistic potential of young people. The research question of the study was: "Which organizational markers cultivate the development of art talent environments in the context of four Danish municipalities in the western part of Jutland?" The study is based on interviews with seven different public servants from different municipalities in the western part of Jutland and build on a prior research regarding young artists within different artistic fields and their instructors. Through a generic thematic analysis, four organizational markers were identified (organizing, strategizing, license to operate, and creative places). The paper argues that an orientation towards environments as a symmathesy and towards organizational markers can help organizations improve artistic talent environments across municipalities. Further, the role of public servants as talent stewards is discussed in the discussion.

To celebrate the 10th anniversary of the "International Journal of Talent Development and Creativity," I return to the vision of the publication, by understanding what it means to develop talent and creativity in the 21st century. This paper celebrates the development of talent in the context of an arts education for neurodiverse students. Often talent is overlooked in pedagogies of neoliberalism, as the ethos for universities favour the market forces of competition and survival. In particular, post-1992 universities, face fierce competition for students due to market saturation. Students' needs have been forgotten in unethical recruitment practices that are disguised as increased access. Unfortunately, it is to the detriment of welfarism and what bell hooks terms 'the care of the soul'. This paper partly explores the current milieu, at university to contextualise the tenacity, resilience and vulnerability of those working and learning. Here talent and development are encouraged in young people, who have hitherto been marginalised and disadvantaged. It celebrates the successes, facilitated in part by the mediation of a small team of study skills support workers, including the author. Accordingly, a feminist approach engages auto-ethnography, and psychosocial spaces of the imaginary. Borrowing from the oeuvre of "Feminism, Adult Education and Creative Possibility: Imaginative Responses," woven within the threads of this theory are small vignettes, art and poetry by one study skills support worker and the author. Speaking from the lived experience of being a child from a working-class background who is neurodiverse, I understand what it means to be marginalised in the English system of education. From the experiences of the support worker and me, this paper explores the 'student journey' within the context of inclusion in higher education, followed by an exploration of creative practices and reflections.

In this article, we describe the positive outcomes emerging from a three-year implementation of the Schoolwide Enrichment Model (SEM) in the first Italian implementation of the model. Both students and teachers benefitted from the positive experience of the SEM educational approaches to talent development which provides an educational experience that other Italian and European schools may wish to adapt to promote talent development. The SEM benefits all students with some forms of enrichment and simultaneously provides educational opportunities for academically talented students in Italy.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

Individuals from diverse minority backgrounds in the United States represent a one-of-its-kind collaboration in understanding diversity, equity, inclusion, and belonging (DEIB) challenges in workforce staffing and representation per Equal Opportunity norms. This study involved primary and secondary research in the realm of DEI to develop an implementable model from lessons gleaned from the findings of the research and gaps found in contemporary hiring and staffing practices. The study and model development are grounded in Rawls's 1971 theory of justice and predicated on the premise that opportunities are usually based on merit, and are generally well-intended, although often constrained by the frailties of human nature. The United States is in dire need of practical solutions, for despite well-intended U.S. laws and mandates on employment, equitable hiring practices are far from satisfactory. In a changing world order, many employers in the United States, and even to some extent globally, acknowledge they are duty-bound to ensure a harmonious, equitable, and safe work environment, devoid of any form of discrimination, harassment, or intimidation. Although easier said than done, achieving this equality requires a systematic approach to investigative organizational/institutional auditing, mapping, and diagnosing the ills that constrain collaboration and reduce productivity. The model is based on research and strategic practitioner design in its orientation, with practical implementation utility, flexible and customizable specifically for DEIB initiatives change, and suitable for educational and other industry settings. A skilled and scientific approach is needed to ensure equitable practices in professional and academic spheres.

This study aims to analyse the impact of demographic and educational factors on in digital upskilling. We address the relationship between digital skills, critical thinking skills and the student learning experience in courses with embedded upskilling programs. Statistical analysis and exploratory research are used to analyse the data collected by the digital fitness app developed by a global company leading digital talent transformation. Our research identified the following demographic indicators that have influenced individuals' digital upskilling: Gender, Race, Residency, Pell-eligibility, Age, in addition to six academic indicators including department, major, class level, first-time freshman, High School GPA and ACT score. Discussion of findings and future research directions would lead to novel research articles focusing on longitudinal studies to assess digital skills. Also, this study shows the need for a new assessment tool to expand the scope and the sample size of the study. This article provides a valuable guidance for policy makers, higher-education institutions, educators, students, and employers, who are looking for digital talent or skill sets needed for digital transformation. The main contribution lays in data collection and analysis. This is the first study using a globally accepted digital talent assessment tool to collect data at a minority serving institution.

Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region.

This article reflects on the "Hiddenness Index" we developed, implemented, and evaluated for Concertgebouworkest Young (Young), the youth orchestra of the Dutch Royal Concertgebouw Orchestra (Concertgebouworkest) for musicians with "hidden talents." "Hiddenness" alludes to various barriers that young musicians aspiring to a career in Western classical music may face, due to their social identity and positioning. These barriers may cause their talent to remain underdeveloped, invisible, or undiscovered; that is, "hidden." We developed the Index in response to Concertgebouworkest's request for an "evaluation and learning tool." Informed by intersectionality theory, it is an alternative to quantitative research into arts and culture, which takes a single-axis approach to the explanation of inequality in access to cultural production and participation. The first phase of our design-based research consisted of a theory- and practice-based mapping of the dimensions of "hiddenness." The outcome was that Geographical, Socio-economic, Family networks, Ethno-cultural, and Confidence-support dimensions should form the basis of the Hiddenness Index, which was constructed as a composite indicator. In the second phase of research, the Index was applied to the backgrounds of Young participants. The evaluation of the Index's strengths and weaknesses was central to the third phase. Complementing qualitative research, the Index offered a statistical way to evaluate the extent to which Young participants' talents were hidden and which dimensions of hiddenness were most prevalent at the group level. The Index affirmed and illustrated intersectionality theory, including the way two or more dimensions can compensate or reinforce one another. Through the use of the Index, the Young team gained a better understanding of intersectionality, which enabled them to fine-tune the selection process for future cohorts. The Index helped the team members to check their preconceptions (unconscious bias) and made them more aware of and able to attend to the different needs of individual participants.

Spatial thinking permeates much of our lives and is an asset when solving problems involving well-structured visual information or imagining solutions in physical or digital space. However, an estimated three million US school children have spatial talents that go unrecognized because of the tools commonly used for identification of academic talent. For decades, educational and psychological research has explored the range of spatial thinking skills that are demanded by many career fields, including science, engineering, and mathematics. Spatial thinking has been found to be particularly important to early mathematical thinking. In this article, we explore what spatial thinking entails, where it is important in the curriculum, and how we can begin to develop spatial literacy and identify spatial talents in our K-12 classrooms.

Decades of research point to the value and importance of spatial skills and have demonstrated the malleability, durability, and teachability of spatial skills across the lifespan. Teachers and caregivers can apply this research in their classrooms or homes through a wide range of strategies. In this article, we offer specific, engaging activities that can be deployed across multiple curricular areas and at home to nurture a range of spatial skills, such as spatial transformations and spatial comparisons. Just as we incorporate reading into thousands of interactions with the children around us, from reading road signs to sharing our favorite books, so too do the children need spatial thinking infused into our daily interactions with them. While we offer ideas for use both in the classroom and at home, that border is permeable; many of the classroom activities can be done at home, and many of the home activities can be adapted for classroom use.

This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants' perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants' (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.

The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child's potential, and family-school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family-school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children's talents but also with promoting their well-being. If schools were opposed to meeting their children's needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants.

Gifted education has been recognised as a fractured field that can be categorised using varying paradigmatic approaches. Over the past thirty years, Gagne's Differentiated Model of Giftedness and Talents (DMGT) has maintained a strong influence in Australia, which means that the paradigmatic assumptions that are present in this model have shaped the Australian policy landscape. With recent changes in the gifted education policy and guidance space in many Australian states and territories, it is appropriate to explore whether there is a paradigmatic shift occurring. This research adopted a document study methodology, and found that the DMGT is still a favoured model, which means that an essentialist vein continues to flow through many of the Australian state and territory gifted education approaches. At the same time, most states and territories are attempting to embrace more dynamic approaches to supporting giftedness, which leads to paradigmatic confusion at the policy and guidance level.

Local socioeconomic advancement has given rise to great growth in language service industry of Gansu China, creating the brisk demand for full-fledged translation and interpretation (T&I) talents. However, such progress is slowed by a lack of senior T&I talents and poor T&I training. The existing literature provides little information on the further exploration of the imbalance between T&I talents supply and market demand in Gansu. Therefore, this study adopts quantitative analysis of the data collected through two structured questionnaire surveys to investigate the root causes of this discrepancy. The first survey is for the employment status and curriculum satisfaction among Gansu's Master of Translation and Interpreting (MTI) graduates. MTI graduates from Lanzhou University and Northwest Normal University provide 220 samples through the random sampling method. While the second survey examines employer demand for T&I talents. 52 samples are drawn from Gansu's renowned and accredited language service providers (LSPs) and non-language service providers (non-LSPs) using the stratified sampling method. Results of the research reveal that only 3.18% MTI graduates enter into the T&I industry, confirming Gansu's MTI training fail to meet the market demand. Based on the market-specific requirements for translators and interpreters, the present authors put forward several suggestions from the perspectives of aligning curriculum design with market needs, meeting the qualification requirements and enhancing the cultivation of essential T&I competences, with hope of providing effective references to the T&I training in Gansu Province and even other regions in northwest China.

Using the Triple Helix model, this study explores the government-university relationship in the context of China's AI talent development, and their outcomes in terms of AI program deployment, enrollment and faculty. Their interaction may best be summarized as a model of government pull and university response, but with more support and autonomy for the "Shuang Yiliu" groups. Specifically, the state has maintained a dominant role as a policymaker in promoting the production of AI personnel and showed strong mobilizing abilities to integrate universities into the national AI strategy. Government guidelines outlined the roadmap for training top AI talent with a focus on "Shuang Yiliu" universities, universities with "Shuang Yiliu" disciplines, and interdisciplinary graduate students. Universities have responded with quick launch of AI programs, large enrollment and faculty with advanced training and overseas experience. A multi-level AI personnel training system has taken shape. With their privilege in financial and policy support and more autonomy, "Shuang Yiliu" universities, and universities with "Shuang Yiliu" disciplines will be the main producers of AI-concentrated graduate students. Theoretical contributions are discussed and policy and practice implications for addressing AI program distributions, talent development and retention, faculty and research, and AI as a discipline provided.

Mathematical talent serves as a supporting competency in the achievement of student goals, especially in mathematics achievements. This relates to the potential competencies possessed by students which can be improved by first detecting them, guiding, and training the students, and assessing the performance. This research is a phenomenology study which examines the experience of teachers in the habituation process of honing students' mathematical talents, especially fifth graders. Eleven participants, all teachers, were selected using a purposive sampling technique based on certain criteria and agreed to be interviewed virtually in a Zoom meeting. Data analysis using the Bodgan and Biklen model was conducted in several important stages, including data collection, data reduction with Nvivo 12 Plus, verification, and decision-making in the form of drawing conclusions as well as the essence of the teachers' experience. The results of the study showed that the efforts made by teachers to condition themselves to hone the students' mathematical talents were not yet optimal. Detection of mathematical talent was limited by selecting students with the highest test scores, whereas assessment and evaluation were carried out only based on the completion of the mathematical olympiad questions given by the teacher. Therefore, there is a need for further research to detect mathematical aptitude accurately and to develop a valid assessment model that is adapted to the cognitive level of elementary school students.

Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities.

In 1972, the United States Office of Education (USOE) released a lengthy and unprecedented report about gifted education in response to a Congressional mandate. Both Congress and the USOE lamented the inadequate state of gifted programmes in American schools and urged that gifted education should become a greater national priority. In this essay, we argue that the federal government revived human capital and national security concerns in claiming that the unfulfilled potential of gifted and talented Americans had made the United States vulnerable. Better accommodating students with high abilities therefore became a paramount political agenda item. At the same time, amid efforts to eliminate poverty and facilitate greater equality of educational opportunity, both the legislative and executive branches of the federal government strategically portrayed the gifted and talented as a neglected and historically disadvantaged group in need of assistance. In establishing a broader and multi-faceted definition of giftedness, moreover, the USOE paid particular attention to racial minorities who were also gifted as a way of making its case. Such arguments fit within the political climate of the Great Society in directing public resources to historically marginalized groups. Deviating from longstanding characterizations of the gifted as inherently white and privileged, the U.S. government in the late 1960s and early 1970s portrayed them as racially diverse, "deprived," "disadvantaged," and warranting special educational opportunities. This example of federal advocacy thus marked a notable shift in the image of the gifted student in the United States.

Cultivating diversified and high-quality talents is the mode of cultivating talents in higher quality education. Aiming at the effect of the innovation of dance education system, the authors study the change of its influence on college students' artistic accomplishment under the new media form. Firstly, it analyzes the research status of the integration of dance education development and new media education in various countries, and improves the shortcomings of traditional dance teaching. Starting from new media technology, the education process is optimized by means of mobile network, intelligent communication, and wireless sensing. Finally, the regression model is used to test the influence of new media means on the artistic accomplishment and employment trend of college dance education students. The results show that dance education in the context of new media can improve students' artistic literacy and help college students achieve the goal of rapid employment.

This paper mainly studies the cultivation of applied talents of music majors in colleges and universities based on internet remote technology. By analyzing the definition and development of internet remote technology and discussing the present situation and challenges of cultivating applied talents of music majors in colleges and universities, this paper puts forward a scheme of applying internet remote technology to cultivating applied talents of music majors in colleges and universities. In practice, this paper designs and constructs the distance teaching mode, optimizes the curriculum and teaching mode, and makes case analysis and evaluation. The results show that internet remote technology has obvious advantages in cultivating applied talents of music majors in colleges and universities, which can improve students' learning and learning satisfaction. Finally, this paper discusses the application prospect of internet remote technology in the cultivation of applied talents of music majors in colleges and universities and puts forward prospects and suggestions.

Over the last two decades, the growth and development of the fields of Dance Science and Pedagogy, as practice, research and area of study, has changed the landscape of 21st Century training and performance. The aim of this paper is to stimulate thinking and initiate dialogue between practitioners and academics in the exploration of new solutions to ongoing pedagogical tensions within the vocational training environment. In recognising the challenge which an interdisciplinary approach brings to dance (integrating the science of content and the art of delivery), this paper explores the integration of coaching pedagogical concepts and practices, to inform an innovative approach to dancer empowerment, placing the dancer central to the learning environment. The paper proposes an empowered dancer focused framework for coaching with the emphasis being placed on the development of the dancer displaying the skills of self-determined, decision-making and are empowered across the life cycle of their career(s).

Talent identification and development systems (TIDS) adopt a deterministic perspective (i.e. athletes' future state/performances can be predicted by observations of their initial state/performance), which encourages early identification and specialisation in sport. In this framework, the main aim of sport systems is to enhance predictability and reduce uncertainty, by investigating the causal relationship between entering a talent pathway and becoming an expert performer. Generally, athletes who display ideal body proportions and attain certain performance standards in early developmental stages are labelled as talented (i.e. they display the potential to succeed) and are selected by TIDS, which afford them a superior developmental opportunity (i.e. better training facilities, certified coaching staff, and higher competition levels), to realise their potential. A deterministic approach, thus, (a) sees talent as a fixed capacity, whereby future successful athletes can be identified early (i.e. early identification); and (b) considers entering at an earlier age in a talent pathway a pre-requisite for sporting success (i.e. early specialisation). Contrary to deterministic expectations, recent research has highlighted how being considered talented from the early stages does not guarantee a better likelihood of successfully achieve senior sporting success. In this paper, taking ideas from ecological anthropology, a new probabilistic approach is proposed which considers TIDS as a process (i.e. being talented is about remaining responsive to what you could become), dialogical (i.e. athlete selection and development are not done in isolation, but both influenced by sociocultural constraints), and open-ended (i.e. unpredictability related to future outcomes). If sport systems embrace the uncertainty of developmental pathways opportunities arise to participate in conversations across and within TIDS to support systemic change. We conclude by proposing four key foundations of any probabilistic TIDS: give sport back to kids, ethos of amateurism, delaying selection processes, and early diversification.

A growing number of countries has a strong interest in assessing the quality of their talent-support systems. We propose combining two relevant conceptual frameworks -- hemerotopes and the learning and educational capital approach -- to better achieve this end. Hemerotopes provide qualitative categories for assessing the degree to which countries have transformed environments to support talent development. We postulate six different hemerotopes, distinguished by two dimensions: the degree of support for talent development and the outcomes of the talent development process. The six hemerotopes range from atopes (no support of talent development and no outcomes of talent development) to megatopes (very high support of talent development and outstanding outcomes of talent development). Thus, among the different types of hemerotopes, the number of megatopes plays an especially important role when it comes to assessing the quality of a country's talent-support system. The learning capital approach, then, facilitates the comparative analysis of the quality of hemerotopes. In this approach, endogenous and exogenous learning resources are distinguished, making it possible to analyze simultaneously the learning resources available in a hemerotope as well as individuals' capacities to use these environmental resources.

In this study, the relationship between clusters of hope and a psychosocial profile of academic talent development is examined in a sample of 466 academically gifted adolescents. First, cluster analysis is leveraged to examine whether interpretable three- and four-cluster hope solutions can be found in the sample. Second, differences among a group of psychosocial variables that predict academic talent development were examined to assess whether hope clusters were meaningfully related to different psychosocial profiles of academic talent development. This study had several notable findings: (a) an interpretable three-cluster hope solution was found with the hope clusters exhibiting meaningfully different profiles of academic talent development, (b) the high hope cluster reported the psychosocial profile most conducive to academic talent development, followed by the average hope cluster and the low hope cluster, respectively, and (c) this study did not find an interpretable four-cluster hope solution. These findings have implications for both academic talent development and hope theory.

Computational thinking (CT) has attracted global research attention. However, the relationship between CT education and later aspirations in computing careers was less explored, and less attention was paid to understanding the intermediary role of computational identity. Based on social cognitive career theory, this study examined the relationships among CT learning experiences, computational identity, programming self-efficacy, and computing aspirations. Data were collected using questionnaires with 742 high school students from an urban city in China. A structural equation modeling analysis revealed the influencing factors of computing aspirations and the intermediary role of computational identity in bridging CT learning experiences to programming self-efficacy and computing aspiration. This study has implications for policies and research to further examine computational identity and understand the pathways to cultivating computing talents.

Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of such an agenda is the school leader's capacity to make professional learning decisions that best support the professional learning needs of their teachers. Thus, this paper investigates the extent to which principals' control to make professional learning decisions for the teachers in their schools is influenced by confidence in their understanding of professional learning and by four decision-making influences. To achieve such ends, 73 principals who were members of a large state-based cross-sectorial professional association for school leaders accepted an invitation to be surveyed concerning professional learning for teachers in their school regarding control, confidence in understanding professional learning, accountability, organisational constraints and school system influences. Key among the findings were that principals' sense of control to provide their teachers with effective professional learning was positively predicted by three factors: their own engagement in ongoing professional learning; the experience of fewer organisational constraints; and confidence in their understanding of what constitutes efficacious professional learning. School system influences such as regional office priorities were found to predict a negative impact on control. The article concludes by offering three recommendations to improve principals' control regarding the provision of professional learning for their teachers.

Purpose: This study aimed to develop a model for identifying talented faculties in regional universities. Design/methodology/approach: In this study, the systematic grounded theory (GT) approach has been used. The research population consisted of academic and scientific experts of higher education system who had more knowledge about the subject of the research. They were identified and selected using a non-probability and purposeful sampling method. Findings: The paper introduces a talent-based model for identifying faculties in regional universities. Findings show that in regional universities, talent management (TM) theory is rarely used to identify scientific talents. Therefore, to attract capable faculty members, using a comprehensive model based on this concept can be effective and efficient. To achieve the above goal, it is suggested that universities and higher education centers should pay special attention to the components of education, research and counseling when identifying faculty. Originality/value: This article develops the knowledge about TM in higher education. Given the gap between theory and practice regarding the theory of TM in higher education, this study, with a look at the identity and nature of universities, offers recommendations for attracting faculty members. Implementing the desired model in regional universities gives them the assurance that by attracting capable people, it will be possible to achieve the university development plan.

High ability and talent development literature present different and sometimes competing or contradictory goals for talent development. One side emphasizes that talents should be developed to enable individuals with high abilities to make societal contributions, while the other side focuses on the individual's personal life goals. This article investigates how the philosophical theories of Aristotle and Kant can contribute to a better understanding of talent development and its goals. Both of these theories provide a normative basis for an ethical duty to develop one's talents and suggest that the dichotomy between societal and personal interests should not exist. Talent development should aim for realizing one's potential and contribute to a meaningful way of living driven by self-determined goals that integrate personal interests and societal contributions. It is suggested that talent development should include a wide range of talents, including moral talents.

During the Cultivating Diverse Talent in STEM (CDTIS), studies were designed to identify and cultivate talent in potential innovators from low socioeconomic status (SES) and cultural groups underrepresented in the region: American Indian and Hispanic. Comparisons were made between those identified using conventional measures (CI) and those identified using performance assessments of problem solving (PSI) in STEM domains. In this study, using Q Factor Analysis, 43 students clustered on 13 factors, explaining 81.18% of the variance. Factors included high and low achievers; students from diverse groups; and 11 other clusters. Profiles are described and compared with profiles in other studies and theories. Implications for theory and practice include a paradigm shift from gifted child to talent development.

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.

Gifted and talented students with an interest in technology can use their advanced cognitive abilities to create webinars and workshops, research presentations, artistic showcases, literary discussions in a variety of languages, digital portfolios, and community and club activities. With YouTube evolving into a primary source of information among teens, this article describes how students can create a four scene broadcast using Open Broadcaster Software Studio (OBS) and how to set up streaming on YouTube. The author concludes that OBS Studio can serve as a powerful medium for gifted and talented students to not only express their creativity and expertise but also to foster collaborative learning, engage with a wider audience, and make meaningful contributions to their educational community.

Purpose: A crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school's knowledge capital increase, Teachers' talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings. Design/methodology/approach: A psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management. Findings: Results show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings. Originality/value: The Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.

This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one's life experiences. The second part of the duplex is the utilization or deployment of gifted skills and attitudes. On this view, giftedness, like intelligence, in practice heavily depends upon one's attitudes toward deployment of abilities, not just the abilities themselves. It is the output that one gifts back to the world. Someone may possess giftedness in the first part of the duplex but give very little back in the second part. Alternatively, someone may make gifted contributions but not be identified as having the characteristics usually associated with giftedness. This can result because giftedness can be either trait-like or state-like. Some people act in gifted ways as a function of their interactions with tasks and situations, although they would not have been predicted to be individuals who would act that way. A full model should allow both for input and output--giftedness as a possession but also giftedness as it is deployed to make the world a better place.

Industry 5.0 marks a significant transition in the industrial sector, integrating human centricity with technological advancements. It redefines work dynamics, emphasizing social sustainability and sustainable development in shaping career paths. The necessity for equitable workforce training, prioritizing worker well-being alongside technological adaptation, is pivotal. The rapid pace of technological advancement relates to significant investment in talent development, emphasizing the workforce's upskilling and reskilling and the importance of continuous learning to meet these new challenges. It advocates for inclusive and comprehensive training programs that cater to diverse workforce needs. Addressing challenges while leveraging opportunities for social and environmental sustainability is critical for Industry 5.0's success. This transition aims to create a sustainable, inclusive industrial future where technological advancements are harmonized with human values and environmental considerations. This approach sets a new standard for industrial operations and career development, positioning Industry 5.0 as a landmark for modern, responsible, and sustainable industrial practices.

This study used the provincial panel data on policy adoption rate of university-affiliated think tanks in China from 2005 to 2017 and built a fixed effects model to explore the impact of the policy adoption rate of university-affiliated think tanks on China's economic growth. The results indicated that China's university-affiliated think tanks developed rapidly and the quality of policy advice improved significantly, but obvious regional imbalance existed. The policy adoption rate of university-affiliated think tanks can significantly affect China's economic growth. The impact was significant in the eastern developed region and western underdeveloped region but not in the moderately developed region in central China. The impact was significant in both the southern developed region and northern underdeveloped region, while the impact in the south was more significant than this in the north. Besides, the policy adoption rate of university-affiliated think tanks had obvious time effect on China's economic growth. As time went by, the effect became stronger, which was significant in eastern and central China but not in the western region. The enhancement of effect was significant in both the southern and northern regions, while the enhancement in the south was higher than this in the north.

Purpose: The current research study aims to examine the application feasibility and impact of artificial intelligence (AI) among higher educational institutions (HEIs) in talent acquisitions (TA). Design/methodology/approach: A systematic sampling method was adopted to collect the responses from the 385 staff working across the various levels of management in HEIs in metropolitan cities in India. JAMOVI & SmartPLS 4 were applied to validate the hypothesis by performing the simple percentage analysis and structural equation modelling. The demographic and construct variables considered were adoption, actual usage, perceived usefulness, perceived ease of use and talent management. Findings: The key indicators of perceived usefulness are productivity, perceived ease of use, adaptability, candidate experience with the adoption of AI, frequency in decision-making in its actual usage and career path of development in the HEIs. These are the most influential items impacting the application of AI in TA. Originality/value: AI has the potential to revolutionize TA in HEIs in the form of enhanced efficiency, improved candidate experience, more objective hiring decisions, talent analytics and risk automation. However, they facilitate resume screening, candidate sourcing, applicant tracking, interviewing and predictive analytics for attrition.

Purpose: This study investigates the level and correlation between talent management and teacher personal qualities among MICSS (Malaysian Independent Chinese Secondary School) teachers by integrating the talent management model proposed by Davies and Davies (2011) and the Big Five Structure established by Lewis R. Goldberg (1992). Design/methodology/approach: The researcher conducted quantitative research methods in this study, collecting numerical data through the use of questionnaires and utilizing the stratified random sampling technique. The sample consisted of 357 Malaysian teachers who are employed by MICSS throughout the whole Malaysian context. Findings: In essence, the survey revealed a significant degree of proficiency in talent management and teacher personal qualities among teachers. In addition, this study also revealed a moderate correlation between talent management and the personal traits of teachers across MICSS teachers in Malaysia. Research limitations/implications: Limiting the investigation solely to MICSS is a noteworthy limitation. The examination also utilizes AMOS structural equation modeling (SEM) analysis, and it may be considered a restriction of this research that quantitative survey research is employed. Practical implications: Academic establishments and universities that nurture prospective educators should incorporate talent management strategies and the personal qualities of teachers into the modules of teacher training to ensure that these individuals are not only adequately prepared but also assured of their ability to execute all duties assigned to them in a professional manner. Originality/value: This research is notably innovative in the context of the Malaysian MICSS, where little evidence exists regarding talent management and teacher personality traits in education. This study, to the best of our knowledge, is the first attempt to investigate the practices and correlation between talent management and teacher personality traits in the entire Malaysian context. The research focuses on the practices of talent management towards MICSS teachers in Malaysia as well as the personal qualities of MICSS teachers.