Gifted Education The topic of talent development is internationally known as Gifted and Talented Education. Over the past 40 years, scientific studies in this field have led to numerous educational proposals that have demonstrated positive impacts on student development. Existing provisions in Europe and Italy justify a reexamination of the curriculum in Italian schools, identifying teaching strategies that foster individual potential. It is therefore essential to invest in teacher training to meet the special educational needs of all children, including the special educational needs of students with above-average potential (gifted). 21st-century skills require a dynamic vision of learning, open to context and no longer structured around the centrality of disciplines, and the most effective teaching approach appears to be one that stimulates real-world problem solving by activating divergent thinking. In an increasingly globalized world, individuals require a wide range of skills to succeed in a rapidly changing environment. Societies and economies have undergone significant changes: innovative digital technologies have had a significant impact on the contemporary world, and many of today's jobs didn't exist a decade ago, yet we can't predict the types of jobs our young people will do in the future. Society and the economy are looking for creative and competent people to address the challenges of the future, and in addition to solid basic skills, the most sought-after skills in the workforce are soft skills such as creativity, critical thinking, entrepreneurship, and problem solving, which are crucial for navigating the complexity and change of today's world.
The Schoolwide Enrichment Model (SEM) The Schoolwide Enrichment Model (SEM) by Joseph Renzulli and Sally Reis is an inclusive teaching model for developing students' talent, creativity, and individual potential. The product of forty years of scientific research conducted at the University of Connecticut, USA, the SEM allows enrichment activities to be integrated into the regular school curriculum, seeking a balance between traditional learning approaches and approaches that promote thinking skills, hands-on learning, and creative productivity in all students. The goal of the SEM is to minimize boredom and academic disaffection and improve achievement and creative productivity. The SEM is based on the Triadic Enrichment Model (Renzulli, 1977a) and the Three Rings Model by J. Renzulli (1978). Renzulli and Reis argue that schools should be places for talent development (Renzulli, 1994) and that all students should be provided with the opportunities, resources, and encouragement to develop their talents, following an inclusive vision where a rising tide lifts all boats.