Gifted students about effective school practices: Lessons learned from emergency remote education

Abstract

This qualitative study investigates the educational experiences and perspectives of gifted students in Serbia during emergency remote education (ERE). Semi-structured interviews addressing effective and ineffective school practices were conducted with gifted students (19 students from elementary schools and 11 from secondary schools), who were selected based on recommendations from school counselors due to their exceptional abilities and achievements. Through qualitative content analysis we identified six categories highlighting effective and engaging practices, such as provisions for the gifted, video conferencing, and the use of learning management systems (LMS). Conversely, seven categories referred to disengaging factors, including traditional teaching methods, limited interaction, inadequate educational support, challenges with assessment monitoring, compliance with epidemiological measures, and insufficient individualization in regular classes. Despite these challenges, many students showed understanding towards teachers and did not express negative feelings regarding the lack of enrichment and support. Notably, students valued teachers' responsiveness when initiating contact. The study concludes that gifted students were not sufficiently recognized as a vulnerable group during ERE, often needing to self-organize amidst the educational disruptions caused by the pandemic. The findings underscore the necessity of ongoing teacher education in implementing engaging teaching methods across all student groups and supporting gifted students in virtual, hybrid, and traditional learning settings.