“Where My Child Feels Most Like Themselves”: A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging

Gifted children in Paraguay rarely find educational environments that support advanced learning needs and emotional well-being. The first extracurricular program in Paraguay designed for gifted students is grounded in inquiry-based learning (IBL). This study examines families’ perspectives on gifted children's creativity and psychosocial development in relation to participation in the IBL program. A convergent mixed-methods design integrated data from parent focus groups and child interviews with assessments of divergent thinking and creative self-concept. Participants included 13 children (aged 5–9) and nine parents. Main parent themes encompassed cognitive activation and curiosity, identity and voice, sense of belonging, and parental empowerment. Quantitative data showed a wide range of divergent thinking scores and a strong creative self-concept. Complementing findings suggest that when Paraguayan gifted children are placed in a context of exploration and collaboration, their creativity and well-being flourish. The IBL program offers a model for meaningful enrichment in under-resourced contexts.