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