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AbstractThis literature review explores the implementation of educational policies for gifted and talented (GT) students, with a focus on Indonesia and comparative global perspectives. Based on past five years research, it analyzes key aspects including policy frameworks, identification methods, curriculum modifications, teacher preparation, and inclusive educational practices. The review finds that despite legal recognition, GT education in Indonesia faces significant implementation barriers, such as vague definitions of giftedness, insufficient teacher training, unequal resource distribution, and lack of institutional coordination. International best practices from countries like Finland, Australia, and South Korea demonstrate the benefits of structured policies, early identification, and differentiated instruction. Successful models also emphasize inclusive frameworks that integrate GT services within broader educational systems. The paper concludes that Indonesia must strengthen their policy execution through national coordination, targeted teacher development, increased funding, and improved public awareness of diverse forms of giftedness. These efforts are crucial to ensuring equitable access to quality education for all gifted learners and maximizing their potential for individual and societal advancement. KeywordsGifted Education; Policy Implementation; Inclusive Education; Curriculum Differentiation; Teacher Training
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DOIhttps://doi.org/10.33122/ejeset.v%25vi%25i.599 |
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