Research & Articles
PAG promotes evidence-based approaches to gifted education by sharing research, articles, and insights from experts in psychology, education, and talent development.
Primary Source
This reference list is drawn from the following peer-reviewed article — the most current published systematic review of gifted education in the Philippines:
★ Gil, T.O. (2025). Gifted education in the Philippines: status and challenges. Journal of Gifted Education and Creativity, 12(2), 177–187.
Full Reference List
▸ Philippines-Specific Research
1. Faustino, J. B., & Hiwatig, A. D. F. (2012). Special science elementary school: Project and prospects for gifted education in the Philippines. Journal of Education and Practice, 3(16), 1–10.
2. Larroder, A. C., & Ogawa, M. (2015). The development of a self-evaluation checklist for measuring Filipino students' science giftedness. Asia-Pacific Science Education, 1(1), 1–
3. Leaño, A. J. (2022). Curriculum implementation, teachers' competencies and preferred teaching approaches for kindergarten gifted education program: An assessment. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11(Special Issue), 42–54.
5. Pawilen, G. T., & Manuel, S. J. (2018). A proposed model and framework for developing a curriculum for the gifted in the Philippines. International Journal of Curriculum and Instruction, 10(2), 118–134.
6. Pawilen, G. T. (2018). Development and implementation of a science-based integrated curriculum for nurturing the gifted potentials of young Filipino children. Asia-Pacific Journal of Research in Early Childhood Education, 12(3), 45–66.
7. Choi, S. H. J., & Hong, E. (2009). The Korean educational system and the development of gifted education. In International handbook on giftedness (pp. 1271–1289). Springer.
8. Kim, M., & Gentry, M. (2008). Perceptions of Korean science high school students' educational experiences. Journal for the Education of the Gifted, 31(4), 441–462.
9. Laili, N., Sabila, N. S., Vibraena, V. M., Junaidi, A. R., & Dewantoro, D. A. (2020). Gifted education in ASEAN. Advances in Social Science, Education, and Humanities Research, 487, 9–13.
10. Lee, L. W., & Low, H. M. (2014). The evolution of special education in Malaysia. British Journal of Special Education, 41(1), 42–59.
11. Mohd Adnan, A. H., Sharif, S., Alias, N., Mohd Yusof, N. A., & Abd. Karim, R. H. (2024). Identifying gifted students in Malaysia: Challenges in using translated Western measures. Asian Journal of University Education, 20(1), 85–98.
12. Neihart, M., & Teo, C. T. (2013). Addressing the needs of the gifted in Singapore. Journal for the Education of the Gifted, 36(3), 290–306.
13. Phillipson, S. N., Phillipson, S., & Eyre, D. M. (2011). Being gifted in Hong Kong. Gifted Child Quarterly, 55(4), 235–249.
14. Seo, H., Cho, S., Kim, H., & Jung, H. C. (2004). Policy issues related to curriculum development for gifted education in science in Korea. Gifted Education International, 18(2), 175–190.
15. Smith, S. (2020). Some implications for the future of gifted education in the Asia-Pacific. In Springer international handbooks of education (pp. 1–13). Springer Nature
16. Spawi, M., Zakaria, Z., Islieh, A. R. I. S., Kamaruddin, W. A. Z. W., Ali, M. Z. M., Amin, A. F. M., & Usop, R. (2022). The Islamic gifted curriculum framework. Creative Education, 13(4), 1121–1136.
17. Yudha, E. S., Kartadinata, S., & Rusmana, N. (2017). Gifted innovation education: New perspective in identification and development of gifted student in inclusion education setting. In Proceedings of the 1st International Conference on Sociology Education (pp. 27–32). Atlantis Press.
18. Aboud, Y. Z. (2023). Evaluating the status of gifted education in the Gulf Cooperation Council countries. Journal of Gifted Education and Creativity, 10(3), 149–162.
19. Alghawi, M. A. (2017). Gifted education in the United Arab Emirates. Journal of Education and Human Development, 6(1), 120–130.
20. Chan, D. W. (2015). Perceived multiple intelligences and learning preferences among Chinese gifted students. Journal for the Education of the Gifted, 38(4), 337–358.
21. Figg, S. D., Rogers, K. B., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner. Journal for the Education of the Gifted, 35(4), 309–329.
22. Gagné, F. (2001). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 12(2), 119–147.
23. Satova, A. (2015). Features of teachers' preparedness to work with gifted youth. Mediterranean Journal of Social Sciences, 6(5s3), 45–51.
▸ Social-Emotional, Curriculum & Instruction
24. Daniels, S. (2005). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Great Potential Press.
25. Delisle, J. R. (2012). Reaching those we teach: The five commitments of effective educators. Free Spirit Publishing.
26. Delisle, J. R. (2012). Reaching those we teach: The five commitments of effective educators. Free Spirit Publishing.
27. Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277.
28. Papadopoulos, D. (2021). Parenting the exceptional social-emotional needs of gifted and talented children: What do we know? Children, 8(11), 953.
▸ Quick Reference: Free Download Links Only
★ Gil (2025) — Primary article
1. Faustino & Hiwatig (2012) — Special Science Elementary School
2. Larroder & Ogawa (2015) — Filipino Students' Science Giftedness
3. Leaño (2022) — Gifted Education for Kindergarten
4. Pawilen & Manuel (2018) — Curriculum for the Gifted in the Philippines
5. Laili et al. (2020) — Gifted Education in ASEAN
6. Papadopoulos (2021) — Social-Emotional Needs of Gifted Children
7. Satova (2015) — Teacher Preparedness for Gifted Youth
8. Spawi et al. (2022) — Islamic Gifted Curriculum Framework
9. Yudha et al. (2017) — Gifted Innovation Education / Inclusion Setting