Akademik Veri Yönetim Sistemi
European Journal of Psychology and Educational Research, cilt.8, sa.4, ss.229-243, 2025 (Hakemli Dergi)
Differentiation of curriculum and instructional practices plays a pivotal role in meeting the educational needs of gifted students. This reality compels gifted education experts to employ various differentiation strategies. Differentiation entails modifying one or more components of the curriculum—process, content, or product—based on the characteristics and needs of gifted learners. The present study aims to examine research in gifted education based in Türkiye that addresses the effects of differentiation practices, focusing on criteria such as the strategies employed and the salient findings reported. A total of 19 studies meeting the inclusion criteria were identified through a systematic search and incorporated into the review. The findings indicate that enrichment-based differentiation practices have a particularly positive effect on academic achievement (f = 8), creativity (f = 6), and attitudes toward learning content (f = 5). In addition, the findings of the reviewed studies indicate that differentiation practices support students’ cognitive potential, higher-order thinking and problem-solving skills, as well as their capacity for collaborative work. Overall, the evidence suggests that differentiation practices in Türkiye remain predominantly limited to enrichment approaches, with acceleration strategies receiving minimal attention at both policy and implementation levels. Compared with the diversity of approaches evident in the international literature, this pattern highlights a noteworthy area for development for policymakers and practitioners alike. The study concludes with concrete recommendations for diversifying differentiation strategies at the national level, strengthening teacher training, and revising legal regulations to incorporate acceleration practices more comprehensively.