Year 2021, Volume 8 , Issue 1, Pages 11 - 21 2021-04-15

Challenges to gifted education in the Covid-19 pandemic about online learning in Saudi Arabia from the perspective of gifted students and parents

Yusra ABOUD [1]

The aim of this study was to examine the challenges to gifted education in the Covid-19 pandemic about online learning in Saudi Arabia from the perspective of gifted student and their parents. Participants of gifted students were (n = 30); parents were (n=15). Using the in-vivo coding, the case studies of were analyzed. Semi-structured interviews, interviewer observations, and notes taken during the interview were the tools used to gather data and build the case studies. By in-vivo coding, the coding process was carried out through which categories and their corresponding codes were create. The results indicate that school closures and isolation have led parents of gifted children to experience a higher psychological burden and more family conflict than normal. In their self-regulated learning, gifted have experienced changes. Covid-19 has also disrupted their daily activities and prevented their free movement, making them feel like they are not doing something important, resulting in adverse effects such as sleep disorders, depression, isolation, frustration, and loss of motivation. Most gifted students often have negative online learning perspectives, indicating it as inefficient and lacking in effectiveness and connections.
Covid-19, Gifted students, Self-regulated learning
  • Aboud, Y.Z. (2015). Distance Education and Care of Gifted Students. The Second International Conference for the Gifted and Talented, United Arab Emirates University. 19-21, 5, 499-518.
  • Alamer, S.M. (2014). Challenges facing gifted students in Saudi Arabia. Research on Humanities and Social Journal, 4 (24), 107-112.
  • Alarfaj, A & Al-Omair, R. (2020). The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study, International Education Studies, 13( 8), 55-67.
  • Algefari, A. (2010). A study of programs for gifted students in the kingdom of Saudi Arabia, Doctoral dissertation, Department of Social Sciences, Brunel University.
  • Alghamdi, D.A. (2018). The Role of Academic Acceleration in Developing Mental Motivation for Gifted Students from the Viewpoint of their Teachers in Riyadh, International Journal of Educational and Psychological Sciences, 1(18), 131-204.
  • Aljughaiman, A., & Grigorenko, E.L. (2013). Growing up under pressure: The Cultural and religious context of the Saudi system of gifted education. Journal for the Education of the Gifted, 36(3), 307-322.
  • Aljughaiman, A. M., & Ayoub, A. E. A. (2017). Giftedness in Arabic environments: Concepts, implicit theories, and the contributed factors in the enrichment programs. Cogent Education, 4(1), 1364900.
  • Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17–34.
  • Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved from
  • Duraku, Z.H., & Hoxha, A. (2020). The impact of Covid-19, school closure, and social isolation on gifted students' wellbeing and attitudes toward remote (online) learning. Roper Review, 3(12), 33-50.
  • Gallagher, J.J. (2011). Personnel preparation and secondary education program for gifted students. Journal of Secondary Gifted Education, 12, 133-138.
  • Ghanayem, M.M. (2020). Arab Education and the Corona Crisis, Scenarios for the Future. International Journal of Educational Research, 3(4), 75- 104.
  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38, 246–259.
  • Kubilius, P.O., & Corwith, S . (2010). Distant Education: Where it started and where it stands for gifted children and their Educators. A Gifted Child Today Journal, 34(3).
  • Lesia‏, L &., Netteloton, K.F . (2015). Cases on Instructional Technology in Gifted and Talented Education. New York: IGI Global.
  • Milkine, C. (2007). Creating a virtual learning environment for gifted and talented learners. A Gifted Child Today Journal, 2(30).
  • Ministry of Education. (2020). Procedural guide to accelerating students who have shown extraordinary excellence in public education. Education Policy in Saudi Arabia.
  • Murphy, M. P. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492−505.
  • Pfeiffer, S.(2018). Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices. New York: Springer publication.
  • Potts, J. A. (2019). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58−80.
  • Siemens, G. (2006). Knowing Knowledge. Retrieved March 4, 2011, from
  • Siegle, D., Wilson, H.E., & Little, C. (2013). A sample of gifted and talented Educators' attitudes about Academic Acceleration, Journal of Advanced Academic, 24(1), 27-51.
  • Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research say about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86, 849-899. doi:10.3102/0034654316675417
  • Thomson, D.L . (2010). Beyond the Classroom Walls: Teachers and students perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662-712.
  • Van Tassel- Baska, J. (2007). Serving gifted learners beyond the traditional classroom. New York: Prufrock Inc.
  • Wallace, P. (2009) Distance learning of gifted students: Outcomes for elementary, middle, and high school-aged students. Journal for the Education of the Gifted, 32(3), 295-320.
  • Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2010). Keeping Pace with K-12 online learning: Reports and Graphics for Download. Retrieved from
  • Weeden, K. A., & Cornwell, B. (2020). The small-world network of college classes: Implications for an epidemic spread on a university campus. Sociological Science, 7, 222−241.
Primary Language en
Subjects Education, Special
Published Date April 2021
Journal Section Differentiated Instruction for Gifted

Orcid: 0000-0003-4432-3592
Author: Yusra ABOUD (Primary Author)
Institution: King Faisal University
Country: Saudi Arabia

Supporting Institution The National Center for Gifted and Creativity
Project Number 1
Thanks I would like to thank the subjects of a gifted student and their parents for their patient in completing the interview

Publication Date : April 15, 2021

APA Aboud, Y . (2021). Challenges to gifted education in the Covid-19 pandemic about online learning in Saudi Arabia from the perspective of gifted students and parents . Journal of Gifted Education and Creativity , 8 (1) , 11-21 . Retrieved from