Factors Influencing Experiences in Gifted Education and Talent Development from Childhood to Adulthood

The Special Education Center at National Taiwan Normal University implemented the PSMIGP (Problem-Solving and Multiple Intelligences for Gifted Preschoolers) program, designed to cultivate problem-solving abilities and multiple intelligences in gifted preschool children. The program included four cohorts with a total of 73 participants identified through multidimensional assessments in academic and artistic domains. Twenty years later, when participants were aged 23–27, their educational experiences and talent development were examined using a mixed-methods design through questionnaires and semi-structured interviews. Quantitative data were analyzed with SPSS and qualitative interviews were coded using NVivo 15; the data were validated through participant feedback and peer review. The results showed that nearly all the participants attended top universities in Taiwan or abroad, with a higher proportion than that in the general population receiving gifted education services. The consistent satisfaction reflected the influence of motivation, curriculum quality, supportive teachers, and access to diverse learning opportunities. Talent development resulted from dynamic, multilevel interactions—social, personal, cultural, and task-related—rather than innate ability alone.