Identification of gifted students: A comparative analysis of Turkey, The United States, and Israel

The aim of this study is to examine the identification processes of gifted students in Turkey, the United States, and Israel through a comparative approach. In the 21st century, gifted individuals play a leading role in the scientific, technological, and cultural development of countries. Therefore, the early and accurate identification of their potential, as well as their placement into appropriate educational environments, holds vital importance for the effectiveness of national education policies. The identification process does not solely assess academic performance; it also serves to reveal students' multifaceted potential, including creative thinking, leadership, and artistic expression. In this context, the study compares the gifted identification systems of the three countries, focusing on the types of tests used, evaluation criteria, implementation stages, and the strengths and weaknesses of each system. The research was designed using a qualitative approach and utilized document analysis as the primary data collection method. Legal regulations, educational policies, official reports, academic publications, and practical models from each country were systematically reviewed and analyzed through descriptive analysis. Findings indicate that the United States, with its state-based system, adopts flexible and multi-criteria identification models that are responsive to individual differences and open to diverse talent areas. Israel, on the other hand, stands out with its centralized and scientifically grounded structure, offering a comprehensive model supported by early identification strategies and university partnerships. In Turkey, significant progress has been made in institutionalizing the identification process through the BİLSEM system; however, challenges such as inconsistencies in practice, limited diversity in assessment criteria, and gaps in specialist training persist. The study concludes that identification practices based solely on cognitive testing are insufficient. Instead, it emphasizes the need for dynamic, multi-criteria, and culturally responsive approaches. Including domains such as creativity, leadership, original thinking, and artistic expression in the assessment process is essential for developing a more inclusive and equitable system. Furthermore, it recommends increasing in-service training to support teachers' active involvement in the identification process, engaging families more effectively, and using scientifically valid and multidimensional tools. This study is expected to guide policymakers, educators, and practitioners in enhancing gifted identification practices in Turkey and contribute both theoretically and practically to the field of comparative education.