Adaptive Learning to Maximize Gifted Education: Teacher Perceptions, Practices, and Experiences

Mukhamadiyeva S. Hernández-Torrano D.
November 2024 SAGE Publications Ltd

Journal of Advanced Academics
2024 #35 Issue 4 652 - 670 pp.

This study explores teachers’ perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to implement AL and cite multiple benefits, including personalization of instruction, promoting independent learning, tailored feedback, creating stimulating learning opportunities, and streamlining evaluative procedures, especially when combined with more traditional pedagogical approaches. However, teachers also face challenges derived from insufficient training, limited access to technology, uncertainty in selecting materials, and maintaining students engaged over extended periods. Additionally, teachers are aware of potential risks to student health, relationships, and academic integrity. Findings are discussed, and implications for the effective implementation of AL in gifted education are presented.

adaptive learning , gifted education , Kazakhstan , personalized learning , teachers

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Nazarbayev Intellectual Schools, Astana, Kazakhstan
Nazarbayev University, Graduate School of Education, Astana, Kazakhstan

Nazarbayev Intellectual Schools
Nazarbayev University

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