Design and Validation of a Differentiated Curriculum Model for Gifted Students Based on Multiple Intelligences
Keywords:
Gifted education, differentiated curriculum, multiple intelligences, curriculum validation, structural equation modeling, talent developmentAbstract
The objective of this study was to design and empirically validate a comprehensive differentiated curriculum model for gifted students grounded in the theory of Multiple Intelligences within the educational context of Tehran. This study employed a mixed-methods sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with twenty experts in gifted education, curriculum studies, and educational psychology to identify the core components of the proposed model. The resulting framework was operationalized into a researcher-developed questionnaire and administered to a sample of 350 gifted students selected through multi-stage cluster sampling from specialized schools in Tehran. Content validity was established through expert review, and construct validity was examined using confirmatory factor analysis. Structural equation modeling was conducted using AMOS to evaluate the relationships among model components and assess overall model fit. The measurement model demonstrated strong psychometric properties with satisfactory convergent and discriminant validity. Structural equation modeling revealed that alignment with Multiple Intelligences significantly predicted all dimensions of differentiated curriculum implementation, including content differentiation (β = 0.62, p < 0.001), process differentiation (β = 0.71, p < 0.001), product/performance differentiation (β = 0.58, p < 0.001), learning environment differentiation (β = 0.49, p < 0.001), and flexible assessment (β = 0.76, p < 0.001). The structural model exhibited good fit to the data (χ²/df = 2.31, CFI = 0.95, TLI = 0.94, RMSEA = 0.061, SRMR = 0.044). The validated model provides a theoretically grounded and empirically supported framework for designing differentiated curricula that effectively respond to the diverse intellectual profiles of gifted learners and offers practical guidance for curriculum reform in gifted education.
Downloads
References
Chng, B. (2014). Affective Curriculum for Gifted Students in Malaysia: A Recommendation. Journal for the Education of Gifted Young Scientists, 2(2), 11-11. https://doi.org/10.17478/jeysg.201429017
Elhamifar, A., Mehdinezhad, v., & Farnam, A. (2019). The Effect of Critical Thinking on Metacognitive Knowledge and Epistemological Beliefs of High School Students [Research Article]. Iranian Journal of Educational Sociology, 2(3), 47-55. https://doi.org/10.29252/ijes.2.3.47
Fahri, I., Hufad, A., Tarsidi, D., & Aprilia, I. D. (2019). The Curriculum Model for Inclusion Schools for Gifted and Talented Based on Psychosocial and Emotional Intelligence Abilities. https://doi.org/10.2991/ices-18.2019.23
GÖKsu, D. Y., & Gelişli, Y. (2023). Differentiation Models for the Curriculum of Gifted and Talented Individuals: A Literature Review. International Journal of Educational Research Review, 8(2), 268-279. https://doi.org/10.24331/ijere.1227783
Hong, Z. (2018). Analysis on Curriculum Connection of Design Art in Universities Against the Background of Intelligent Era. https://doi.org/10.2991/saeme-18.2018.7
Huapaya, E. S. R., Chucos, G. L., Sosa, E. P., & Meza, M. I. (2025). Disruptive Technologies in the University Curriculum: Use of Artificial Intelligence. International Journal of Evaluation and Research in Education (Ijere), 14(1), 671. https://doi.org/10.11591/ijere.v14i1.30450
James, D. C., & Maldonado‐Molina, M. M. (2025). Artificial Intelligence in the Curriculum: Development and Implementation of a Professional Training Program to Promote Literacy Among Health Education College Majors. Pedagogy in Health Promotion. https://doi.org/10.1177/23733799251335628
Jawabreh, R., Danju, İ., & Salha, S. (2022). Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions. Sustainability, 14(5).
Little, C. A., Feng, A., VanTassel‐Baska, J., Rogers, K. B., & Avery, L. D. (2007). A Study of Curriculum Effectiveness in Social Studies. Gifted Child Quarterly, 51(3), 272-284. https://doi.org/10.1177/0016986207302722
Madani, S. A., & Marr, B. (2019). A Look at Ralph Tyler's Career: A Historical Narrative of a Lifetime of Efforts to Link "Theory" and "Practice" Curriculum The intelligent company: Five steps to success with evidence-based management. Research in Curriculum Planning, 1-20. https://journals.iau.ir/article_679031.html
Mahmoud, Q. H., Kishawy, H. A., Davis, K., Piliounis, A., James, E. J., Bassyouni, Z., & Thursby, L. (2025). Thriving in the Age of AI: A Model Curriculum for Developing Competencies in Artificial Intelligence for K-12. Proceedings of the Canadian Engineering Education Association (Ceea). https://doi.org/10.24908/pceea.2025.19712
Mofield, E., & Chakraborti-Ghosh, S. (2010). Addressing Multidimensional Perfectionism in Gifted Adolescents With Affective Curriculum. Journal for the Education of the Gifted, 33(4), 479-513. https://doi.org/10.1177/016235321003300403
Mohd, S. M., Kaco, H., Idris, F. M., Ahmad, R., Spawi, M., & Theis, N. A. (2022). Muslim Gifted and Talented Curriculum: A Design of Framework. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/14191
Rahimi Pardenjani, S., Jalali, D., Najati Far, S., & Arababi, E. (2021). The effectiveness of art therapy based on drawing on aggressive behavior in female students with hearing impairment. Assessment and Research in Applied Counseling, 3(3), 12-11. https://doi.org/10.61838/kman.jarac.3.3.1
Rayeji, G., Azma, F., Tajri, T., & Saeedi, P. (2020). Providing a Curriculum Model With an Entrepreneurial Approach for Top Talented Students in Iran. Iranian Journal of Educational Sociology, 3(3), 97-107. https://doi.org/10.52547/ijes.3.3.97
Shaunessy‐Dedrick, E., & Lazarou, B. (2020). Curriculum and Instruction for the Gifted: The Role of School Psychologists. Psychology in the Schools, 57(10), 1542-1557. https://doi.org/10.1002/pits.22379
Swanson, J. D., Brock, L., Van Sickle, M., Gutshall, C. A., Russell, L., & Anderson, L. (2020). A basis for talent development: The integrated curriculum model and evidence-based strategies. Roeper Review, 42(3), 165-178. https://doi.org/10.1080/02783193.2020.1765920
VanTassel-Baska, J., & Baska, A. (2021). Curriculum planning and instructional design for gifted learners. In. Routledge. https://doi.org/10.4324/9781003234050-2
VanTassel-Baska, J., & Wood, S. M. (2023). The integrated curriculum model. In Systems and models for developing programs for the gifted and talented (pp. 655-691). Routledge. https://doi.org/10.4324/9781003419426-24
Vidergor, H. E. (2021). Futures Studies and Future Thinking Literacy in Gifted Education: A Multidimensional Instructional-Based Conception. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of Giftedness and Talent (pp. 467-487). Springer International Publishing. https://doi.org/10.1007/978-3-030-56869-6_26
Wang, D. (2024). Research on Intelligent Curriculum Teaching for Art and Design Majors in Colleges and Universities in the Information Age. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0266
Wang, Q. (2024). Intelligent Assistance Method for Preschool Education Dance Curriculum Based on Deep Learning. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-1833
Waswas, D., & Jwaifell, M. (2019). Talent Management and Its Relationship to Career Stability Among Academic Leaders at Al-Hussein Bin Talal University. Journal of Curriculum and Teaching, 8(3), 35. https://doi.org/10.5430/jct.v8n3p35
Zaccari, V., Santonastaso, O., Mandolesi, L., De Crescenzo, F., Foti, F., Crescentini, C., & Menghini, D. (2022). Clinical application of mindfulness-oriented meditation in children with ADHD: a preliminary study on sleep and behavioral problems. Psychology & Health, 37(5), 563-579. https://pubmed.ncbi.nlm.nih.gov/33678073/
Zhang, H. (2024). An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms. Proceedings of the Aaai Conference on Artificial Intelligence, 38(21), 23318-23325. https://doi.org/10.1609/aaai.v38i21.30380
Zhu, X. (2024). Curriculum System Reform for Application-Oriented Undergraduate Course of Visual Communication Design Major in the Era of Artificial Intelligence. https://doi.org/10.4108/eai.24-11-2023.2343564
