A Roadmap for Change: Charting the Course of Gifted Educational Provision in Lebanon

Abstract

This article reviews and further develops understandings gleaned from an investigation of public and private school teachers’ perceptions of talent development and their ability to implement specialized approaches for gifted students in a country without specific educational policies for this population. Through a discussion of findings from a previous study investigating the perceptions and practices of more than 280 Lebanese teachers, new insights to inform future policy are provided into how talent development is perceived and responded to within the Lebanese educational context. These understandings helped inform the development of a culturally appropriate conceptual framework, derived from Gagné's Differentiated Model of Giftedness and Talent (2008). The resultant framework addresses how the broader socio-economic cultural context within Lebanon appears to have influenced teachers’ perceptions and practices and the choices made in terms of gifted provision in classrooms. This framework could assist educational leaders in Lebanon to implement changes that would not only benefit gifted learners but also have potential flow on benefits for the country as a whole.

Keywords

talent development Lebanese teacher perceptions instructional strategies culture gifted and talented education

Background to the Study

Each nation has a responsibility for enhancing the potential of every student, which is more likely to be achieved if underpinned by an education system that promotes innovative curriculum and improved teacher education. Many nations today face complex problems which require innovative solutions, so it makes sense to invest in an education system that challenges students to think critically and creatively, which are underpinning tenets of gifted education.

Attributes prized in some countries may not be valued to the same extent in others (Freeman, 2005; Sternberg, 2007), which is why educational systems around the world differ, but culture should not be a limiting factor in how gifted students are educated. Rather it should be understood and appropriately utilized to ensure that effective practices are able to be accommodated. Lebanese teachers’ perceptions of giftedness and educational provision for the gifted are impacted by the culture and context in which they work and live. According to Bevan-Brown (2005), cultural differences impact expectations for behavior, interactions in the classroom and the identification and learning processes. By specifically addressing this topic, this study makes a distinct contribution to the current literature both in relation to understanding Lebanese teachers’ perceptions and ascertaining their responses to the educational needs of their gifted students. This will be of particular interest to schools, practitioners, and ultimately policy makers. A major contribution of this study is a set of recommendations for a new Lebanese framework for gifted primary school programs. The framework aims to provide guidance for teachers to assist with appropriate provision for highly able/gifted students within regular classrooms. Through an understanding of the construct of giftedness and related practices it may be possible for a country with no specific reference for gifted education in its national curriculum, such as Lebanon, to develop a clear scope and direction for providing suitable and culturally meaningful programs (Antoun, 2022a, 2022b; David, 2018; El Khoury & Al-Hroub, 2018; Sarouphim, 2009; 2015).

Ultimately the findings of the current study, aspects of which have been previously published (Antoun et al., 2020; Antoun et al., 2022), have the potential to inform Lebanese policy makers faced with the challenge of effectively educating their most able students. A clear understanding of Lebanese teachers’ perceptions will provide the Ministry of Education in Lebanon with the information needed for establishing an appropriate program based on a critical understanding of Lebanese conceptions of giftedness and available western research that may help broaden knowledge of giftedness. This study may also be valuable for teachers who want to improve their understandings of giftedness and strategies for appropriately challenging gifted learners. Ultimately the development of a framework that acknowledges cultural mores but is also underpinned by a solid research base, is a valuable starting point for countries such as Lebanon towards meeting the needs of their most academically able students.

The Research Aim

The purpose of this study was to investigate primary school teachers’ perceptions of talent development and their ability to implement specialized approaches for gifted students in a Lebanese context. The main research question underpinning the study was: In what ways do the teaching and learning approaches used in Lebanese primary schools align with or differ from Gagné's theory of giftedness and talent development?

Literature Review

The Research Context

The literature is replete with examples of understandings of giftedness and associated responses based on Western conceptualizations (Gagné, 2008; Persson, 2012). Yet a country such as Lebanon, which values education highly (Bahous & Nabhani, 2008), still does not appear to be providing effectively for highly able/gifted students (El Khoury & Al-Hroub, 2018; Lebanese Association for Educational Studies (LAES), 2006; Sarouphim, 2010). Consequently, it is important to determine what teachers perceive as appropriate gifted provision and actual practices in Lebanese primary classrooms to meet the needs of this group of students.

Education in Lebanon is highly valued and considered an integral component of the country's prosperity (Bacha & Bahous, 2011; Nader, 2014). According to the World Economic Forum Report (2013), the educational sector continues to be one of Lebanon's most important distinguishing features and a vehicle of wealth for the country. A high premium is placed on affluence, appearances, and social prestige, with academic subjects and achievement emphasized and supported (Al-Hroub, 2022; Ayyash-Abdo et al., 2009).

In Lebanon, special needs programs mainly focus on students with academic difficulties rather than on gifted students. Some private schools that provide for students from the higher socio-economic bracket, attempt to nurture the ability of high-achieving students by offering enrichment programs (Sarouphim, 2009; 2015). However, according to Sarouphim (2009), these programs are not theoretically well-grounded compared to programs offered for gifted students in western schools. A growing interest in the education of the gifted has been noted among educators and scholars at present, but the country still lacks a formal system for educating gifted students, with the Lebanese Ministry of Education rhetoric appearing to focus on the same end point for all students. This is evident in the prioritization of assistance for students with disabilities to help them reach acceptable educational levels but lack of provision of any specific support for highly able students who may already have demonstrated well above average achievement or potential (David, 2018; El Khoury & Al-Hroub, 2018; Sarouphim, 2010, 2015).

Culture and Teacher Perceptions of Gifted and Talented Students

The terms gifted and talented are defined in various ways in international research. For instance, some authors (e.g., Karabuluta & Ömeroğlu, 2021) use the terms gifted and talented interchangeably to refer to exceptional individuals while other definitions differentiate between these terms (Gagné, 2004; Mrazik & Dombrowski, 2010). Giftedness has more generally been associated with intellectual and academic abilities while talent has often been used in relation to artistic and creative abilities (Downs et al., 1994). It is also not uncommon for the single word “gifted” to be used to refer to both gifted and talented (Davis et al., 2011). However, Gagné (2004) distinguishes between the two terms, maintaining that giftedness is the potential or the possession of natural abilities, while talent is the manifestation of outstanding knowledge and skills in one or more specific areas, high level of achievement, and the fulfilment of potential. According to Gagné (2008), the demonstration of giftedness as talent is facilitated or hindered by numerous factors including intrapersonal catalysts (such as personality, temperament, motivation), environmental catalysts (such as milieu, people, events), and chance. Catalysts are defined as elements that have a positive or negative causal influence on the talent development of gifted students. A final attribute unique to Gagné's (2008) Differentiated Model of Giftedness and Talent (DMGT) is that while most theories focus on intellectual giftedness and academic talent, his model proposes a set of aptitude domains, such as the creative, socio-affective, and the sensorimotor, within the fold of the giftedness construct.

Previous publications (Antoun 2022a, 2022b; Antoun et al., 2020; Antoun et al., 2022) have provided discussion of findings from a study of 280 primary school teachers in Lebanon. The study highlighted the focus of the Lebanese primary school teacher participants on the intellectual component of giftedness rather than on the more commonly accepted broader conceptualization used in current literature (Persson, 2012). The teacher participants in the study equated giftedness to academic characteristics, and the importance of developing student talents in relation to what could be considered personality or behavioral characteristics. They placed a higher value on mathematics and science and their associated future career value and equated giftedness with high levels of academic achievement. The participant teachers also accentuated deliberate practice and effort as means for students to reach their full potential, consistent with other previous research (Dweck, 2006; Pfeiffer, 2013; Renzulli, 2003). The impact of assessment practices on performance by high-achieving and gifted learners was acknowledged by only a small number of participants, revealing a lack of understanding of the concept of gifted underachievement, whereby students with high reasoning ability, which is also integral to cognitive ability, may not be motivated to realize their talents in order to achieve highly (Antoun et al., 2020; Antoun et al., 2022). Furthermore, the results of the study suggested that identification processes within Lebanese primary schools were heavily reliant on teacher observation, a process that is limited when based on a view of giftedness prioritizing performance rather than development of high potential (Antoun et al., 2020; Antoun et al., 2022).

Misconceptions about giftedness are common and can negatively impact educational provision. For example, within Lebanon, the concept of giftedness appears to align more with a focus on achievement rather than ability, privileging the value of effort and underplaying natural ability, which are both relevant to gifted development. As such, confounding factors such as gifted underachievement and twice exceptionality, whereby advanced abilities co-exist with some form of disability or learning difficulty, are unlikely to be considered part of the broader picture of giftedness (Antoun et al., 2020; Antoun et al., 2022). This has important repercussions for the future of educational provision for gifted students within Lebanon and may be a valuable starting point for teacher education programs and also professional learning for practicing teachers. Reflecting on the research data, it is apparent that gifted students in Lebanon are not receiving the range of research-based educational accommodations that have been found to be suitable in Western nations. As highlighted by Antoun et al. (2020), limited knowledge of gifted education in Lebanon was evident, with teachers using their traditional knowledge of school culture to drive their beliefs. Yet developing critical pedagogy has the potential to transform the status quo of gifted education in Lebanon, and indeed in other countries with similar conceptualizations that privilege achievement with little attention given to the intrinsic value of natural ability.

Importantly, culture fits within the environmental catalysts referred to in Gagné's (2008) model. Kibbi (2003) proposed that Lebanese culture has little tolerance for deviation from tradition which can result in an emphasis on obeyance, compromise, and acceptance of social obligations. In Lebanon, mastery and perfecting of skills through rigid training (Ayyash-Abdo et al., 2009; Kibbi, 2003; Sarouphim, 2009) is promoted. Examining the concept of giftedness and talent through the lens provided by Gagné (2008) proposes that the effect of culture guides every aspect of the developmental process. As such culture would appear to be a necessary consideration in determining how abilities are viewed within any specific educational system. For example, within Lebanese culture, academic achievement is highly valued (Ayyash-Abdo et al., 2009; Bacha & Bahous, 2011; Kibbi, 2003) yet in other cultures this may not be prioritized in the same way (Bevan-Brown, 2005).

In order for support to be appropriate, there is a need for the perception of giftedness and concomitant identification and programming to be in sync. Where inconsistencies in identification and subsequent programming occur, programming may fail to meet the abilities, needs, and interests of potential participants. For instance, if giftedness is viewed in terms of exceptional mathematical ability, it would be appropriate to utilize assessment procedures designed to identify potential for superior performance in that particular area. Renzulli (1986) argues that a logical relationship should exist between the definition on one hand and recommended identification and programming practices on the other. Research highlights the potential harmful consequences of neglecting the needs of gifted students (Clark, 2013; Davis et al., 2011; Rogers, 2007; Robinson et al., 2007), who require curriculum and instructional strategies suitable for their higher level abilities, which if not provided, can result in boredom and possibly underachievement.

In summary, identification of and educational provision for gifted and talented students is underpinned by the conception of giftedness that is prevalent within each culture. Therefore, awareness of the cultural context is important as it is recognized as a determinant in helping understand how giftedness is viewed in any particular country. In order for a teacher to provide an optimal learning environment that is appropriate and challenging enough to develop the potential of highly capable students, giftedness would need to be perceived as a dynamic and multidimensional construct. Yet this does not appear to be a common perception within Lebanon, as the following findings confirm.

Findings and Discussion

Gagné's (2008) model of talent development served as the main conceptual framework for the study of gifted education in Lebanese primary schools discussed here and reported in previous publications (Antoun, 2022a, 2022b; Antoun et al., 2020; Antoun et al., 2022), as it illustrates the multiple and complex areas of influence—both catalysts and barriers—present in the talent development process for gifted students. According to Gagné (2008), talent development is reliant upon the multiple areas of influence or catalysts which comprise intrapersonal and environmental influences and chance.

Gagné's (2008) model as outlined in Figure 1 provided a framework or lens through which to analyze the data provided by the teacher participants and an avenue to investigate issues identified in the study which are presented later in the discussion in Figure 2.

Figure 1.

Gagné's differentiated model of giftedness and talent (DMGT 2.0; 2008 update).

Figure 2.

Suggested Lebanese framework.

According to Gagné (2008), the teacher is considered an important catalyst in providing educational opportunities for gifted students and is represented in Figure 1 under the subheading of “persons” as an environmental catalyst.

Understanding teachers’ perceptions is essential as research indicates that attitudes influence how teachers provide for their gifted students (Hsieh, 2010; Park & Oliver, 2009). In the study discussed in this article, there was a lack of acknowledgement by the teacher participants that gifted students possessed wide ranging abilities capable of being developed into talents in primary school.

Moreover, Gagné's (2008) model focuses on giftedness as a developmental process and presents how excellence in any field can emerge. Yet, the findings from this study suggest that the main goal of Lebanese primary school teachers is to produce students capable of high performance in an academic field of study. Gagné's model (2008) provides guidance through describing the components which play a role in understanding the developmental process. Within Lebanese schools, it was reported by the teacher participants that high achievement was commonly targeted and effectively nurtured. However, a range of other abilities are also highlighted in the DMGT, which did not appear to be focused on within the Lebanese primary education system. As such, an important component of influence within the DMGT appears to be underdeveloped within the Lebanese system, as the importance of multicultural values is acknowledged within the DMGT model, under the subheading of “Milieu” as an environmental catalyst (see Figure 1).

Similarly, “provisions” are also acknowledged as an environmental catalyst, describing what is required for the successful developmental process of gifts into talents. Gagné's (2008) model facilitates the recognition of different values, attitudes, and practices and is therefore culturally applicable to the Lebanese context. Since talent development implies excellence as the goal, and data in this study supported that successful academic outcomes were valued in the Lebanese community, this reflects Gagné's focus on competencies in terms of developed talent. In any society, but particularly in developing countries such as Lebanon, there is a need to develop natural abilities in the young, which Gagné acknowledges in his research of gifted individuals for this model. It was evident from data provided by teacher participants that identification of the building blocks (i.e., hard work, persistence) is focused on within Lebanese schools. However, this has not necessarily translated into providing the type of educational provision promoted in the literature as effective in meeting the advanced academic needs of gifted and talented students. These account for the environmental and interpersonal catalysts that influence talent development for a wide range of Lebanese gifted students. Thus, an important outcome of the study was the development of a framework that is informed by an understanding of the Lebanese cultural mores relating to education and achievement as presented in Figure 2.

This research has highlighted certain limitations in terms of the lack of formal identification according to criteria, and educational provision for gifted students within Lebanese schools. Using the DMGT as a guiding model for conceptualizing who are gifted and who are talented students, and responding to their needs in order to enhance the likelihood of successful outcomes is not a simple process. Identification needs to be culturally and socially appropriate, in other words, it needs to be acceptable within the context in which it is taking place. While Gagné (2004) made a clear distinction between intellectually gifted and academically talented students, this distinction does not appear to be clearly understood amongst Lebanese teachers. As outlined in Figure 2, this aspect needs to be addressed at the policy level before it can filter through into planning and implementation and eventually evaluation processes. It is important that policy, while perhaps informed by best practice in other cultures including Western ones, remains relevant to the Lebanese culture and this is also important for teacher education.

In terms of identification for example, an understanding of the distinction between giftedness and high levels of talent may be of value in assisting teachers to identify a broader range of natural abilities, and still fit within the Lebanese context, which values different behaviors and has limited resourcing. Similarly, a more nuanced awareness of the catalysts required for progression through the developmental process could enhance facilitation of the transformation of abilities into competencies. Moreover, a more informed understanding of the role played by teachers as catalysts in the developmental process may prove beneficial for Lebanese teachers as a way of empowering them to act as positive catalysts in the talent development process of their gifted and highly able students. Findings from this study highlighted how teachers encouraged the development of intrapersonal catalysts such as hard work, perseverance, and resilience. However, in order to assist in fostering a broader range of talent development within Lebanese schools, this form of encouragement needs to be extended into other areas.

Gagné's (2008) model provides support for broadening the scope of the identification process beyond high achieving academic students. When designing gifted programs, it is important that Lebanese policy makers differentiate between the characteristics of students who may be talented and those who are more broadly gifted. The contribution of teachers, along with schools, parents, and policy makers fit within Gagné's (2008) model as environmental catalysts, and as such, their contribution can be either supportive or constraining in the process of talent development.

Gifted Education Policy

One of the major recommendations emanating from the current study was the need for not only a framework or model to inform practice but for an overarching policy to be developed to guide future provision. A gifted education policy or at least a strategy by the policy makers and the Ministry of Education in Lebanon would provide a road map of development for curriculum differentiation for the gifted. It is acknowledged that a national mandate is generally required if programs for the gifted and talented are to thrive, but the situation is not simple within Lebanon, as every place has its unique characteristics. According to Ford et al. (2020), prejudice and stereotypes may contribute to segregated gifted and talented programs and so it is important that certain issues need to be addressed when planning an effective gifted education program including the current education system, pedagogy and assessment, complexity of definition, and teachers’ and parents’ attitudes and concerns.

Many policy statements and provisions dealing with gifted and talented do exist in some countries which Lebanon can learn from. However, these borrowed understandings should not be used uncritically as a fixed prototype, as Lebanon has its own needs and values, and its policies need to reflect these. Decision makers should identify and take appropriate account of the issues pertaining to gifted education before establishing any related policies. Moreover, since education has long been a source of wealth for Lebanon (Nader, 2014), gifted education would be an important focus for action in the strategy of educational reform; this field may attract many funders and supporters if the vision and intention are concerted.

The study outcomes could be beneficial in determining what specific factors need to be considered when assessing and improving teacher education and preparation as it is essential to expand teachers’ knowledge and awareness of the needs of the gifted and suitable practices as outlined in Figure 2. A baseline for a gifted education policy document and guidelines for implementation should include its purposes, definitions, identification processes, curriculum models, resources, evaluation processes, and most importantly, teacher professional development, and pre-service teacher education programs for the important role they all play in the talent development process.

Figure 2 outlines a number of important factors at the policy makers level, including the need for a gifted education policy that would not adopt Western research ideas as “universal truths” and consider the specific cultural context, challenges, and perceptions of Lebanese teachers and communities. Improving teacher education and reforming the current curriculum would help provide a road map for the development of a differentiated curriculum. In terms of schools, it is important that collaboration occurs to develop challenging learning experiences for their highly able students by providing educational adaptations and supporting teachers by providing follow-up support, resources, and time to implement special educational provision as appropriate (Matthews & Foster, 2005). Finally at the teacher level, the following factors need to be considered: teachers need to be provided with adequate professional development to be able to understand the different characteristics of gifted students, differentiate between potential and achievement in different fields, and be responsive to gifted students’ diverse needs in order to help transform gifted potential into outstanding performance.

Within Lebanon, there is a need for awareness campaigns and community engagement to effectively facilitate the aforementioned changes and to prepare the community for the implementation of gifted programming. Effective community engagement could include techniques such as sharing of information or eliciting opinions, and effectively involving integral members of the community in planning, decision-making, and evaluation. Most importantly, specific professional development for teachers and parents would help create opportunities for evaluative contributions being made to gifted programs. It is important that programs are tailored to the emerging needs of students in the Lebanese educational setting. According to Sarouphim (2015), “the strategy to adopt is along the following lines: Start small, evaluate constantly, and revise and expand according to needs” (p. 209).

Implications for Future Provision for Giftedness Within Lebanon

An important finding from the study confirms that educational provision for gifted students in Lebanon does not appear to be underpinned by currently accepted research evidence. Thus, the study has important implications for policy and practice within Lebanon, particularly in relation to preparation and ongoing support of teachers, who require a more informed understanding of research-based strategies that are appropriate for and effective with gifted students. This, in turn, has implications for course designers and university educators regarding what to offer and address in their teacher education courses. Teachers also require resources including time and support to be able to appropriately provide for highly able learners. As a starting point for implementing such measures, it is important that policy makers and the Ministry of Education work together to develop a sound Lebanese policy on gifted education.

Limitations and Recommendations for Future Research

This study has been limited to the investigation of the issues involved in the education of academically gifted and talented students in primary schools in Lebanon. Further research with larger representative samples is, therefore, required in order to understand the specific issues involved in the teaching of gifted and talented students from a wider range of settings and ages.

Conclusion

Ultimately, the current study provided a number of valuable insights into the essential steps required to effectively provide for gifted students in Lebanon, although it also has relevance to other cultures where giftedness is not a concept that is fully understood or appropriately responded to. Realizing the issues pertaining to gifted education appropriately is necessary before establishing any related policies. As such, the Lebanese Ministry of Education could use the current findings and associated framework outlined in Figure 2 to help develop a policy for the education of gifted students. This framework may also be pertinent in other countries with similar cultural mores relating to education, where achievement is privileged and natural abilities such as those identified in Gagné's (2008) model are not recognized nor are any of the catalysts understood and supported through the required developmental process. While the concept of giftedness in Western literature and research has developed over the last three decades to embrace potential, this understanding has not been similarly adopted in Middle Eastern societies such as Lebanon where value is placed on hard work and persistence (Sarouphim, 2009) and it is acknowledged that significant persons, including teachers and parents, have a high level of influence over decisions made by children regarding their future (Khishfe & BouJaoude, 2014).

This study has set the foundation for future research to explore the effects of using a framework that is underpinned by both the understandings highlighted in Gagné's model and of Lebanese culture to assist with the development of gifted students in Lebanon. However, it may prove more widely valuable in other countries which share similar conceptualizations of giftedness.

In conclusion, ensuring that the young people of Lebanon are educated in ways that will allow them to reach their potential and be in the best position to positively contribute to the Lebanese society is a goal that should be at the heart and soul of educational policy. Lebanese teachers and parents and the country as a whole appear to be supportive of students reaching their potential but as the study discussed in this paper highlighted, when it comes to gifted students, there is still a lot that needs to be learned. It is hoped that this study provides a foundation for similar future research to explore the developments of gifted education in Lebanon.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Maya Antoun

Author Biographies

Maya Antoun is an assistant professor and the Bachelor of Arts coordinator in the Department of Education at the University of Balamand (Lebanon). Maya completed her PhD at Monash University and is currently teaching a number of undergraduate and postgraduate courses in education. She supervises Masters students with research interests in inclusive education. Her teaching and research interests are in the field of gifted education, inclusion, teacher education, and classroom management. Maya isa Lebanese delegate on the World Council for Gifted and Talented Children.

Margaret Plunkett, PhD, is an adjunct associate professor in the Institute of Education, Arts and Community at Federation University, Australia. Margaret has researched and taught in the field of gifted education for more than two decades. She has presented and published nationally and internationally on topics including rural giftedness, teacher education and professional learning in gifted education, alternative educational settings, and distance education. Margaret was an elected Australian delegate for the World Council for Gifted and Talented Children from 2006–2021 and Associate Editor of the Australasian Journal of Gifted Education.

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