Education for the gifted in Ecuador: analysis from the perspective of learning resources

Abstract

This study analyzed the current state of education for gifted students in Ecuador using the Educational and Learning Capital Model (ELCM) to propose improvements in the development of programs and services. A mixed research approach was employed, addressing two key questions: (a) How is the education of gifted students currently managed in Ecuador? (b) What is the perception of teachers regarding gifted education based on the ELCM? Data sources, such as official documents, primary studies conducted in the country and a survey involving specialized personnel and schoolteachers, were analyzed, focusing on evaluating the Ecuadorian educational system’s strengths and weaknesses concerning gifted students’ education. The results indicated the following: gifted students’ education in Ecuador faces significant challenges due to the lack of adequate teacher training and insufficient infrastructure. Furthermore, existing policies and regulations are poorly implemented, and reliable data on identified students are lacking. Most teachers perceive a lack of training and adequate resources. Only 8.26% believe there is a clear mechanism in the Ministry of Education. Most are dissatisfied with the current programs, which are more recreational than geared toward talent development. The study recommended improvement in the education quality and support for gifted students in Ecuador.

Keywords

• Gifted education
• Educational and Learning Capital Model
• education of gifted students in Ecuador
• learning resources
• inclusion
• Inclusion and Special Educational Needs