Abdullah Aljughaiman is a full professor at the Education College in King Faisal University, Saudi Arabia. He is currently a Member of the Saudi Parliament, and the President of the International Research Association for Talent Development and Excellence (IRATDE). He was the Dean of the Research and Consulting Institute, the Director of the National Research Center for Giftedness and Creativity at King Faisal University, Saudi Arabia, The primary focus of Prof. Aljughaiman's professional activities is the development and education of gifted and talented students. He has published books, book sections, and peer reviewed articles on the identification of and services for gifted children. Prof. Aljughaiman has received multiple awards for his professional and administrative work in Saudi Arabia, United Arab Emirates, and the USA. His research and practice have been supported by funds from King Faisal University and the Ministries of Higher Education, Education, Planning of the Kingdom of Saudi Arabia, Hamdan Award for Excellence in Education (UAE).
Long-Term Effects of Chain Enrichment Programs: Lessons Learned from a Longitudinal Study
Gifted education needs to improve the conception and framework of how programs should be designed and implemented, as we are moving from conceptualizing giftedness from individual-based to process and systematic based. This move should reflect and affect the services delivered to gifted students. The improvement of learning ideology in these programs lies at the heart of these reform efforts; we are in need for a radical reform for our practices in the field of educational programs for our gifted students as we getting into the fourth industrial revolution. Three main improvements should be adapted to formulate these programs: Firstly, ongoing development of personalized learning and career pathways; secondly, alignment and coherence of the services and programs, and thirdly, a build-up of networks, nationally and internationally, for a comprehensive support that extend beyond the programs provided from time to time. This presentation provides some insights about how to incorporate these three core guidelines into programming the services for gifted students. These insights were drawn from the key findings of long journey research studies concerning gifted programs evaluation. A special focus will be on the outcomes of two follow up studies were conducted in Saudi Arabia during the period of 2008 to 2017.