Exploring underlying dynamics of teachers’ perspectives on character education for gifted students: a critical realist approach

This study adopted a critical realist approach to explore teachers’ perspectives on character education for gifted students in Türkiye. Although the topic of integrating character education into gifted education is discussed often, the issue of its implementation remains mostly implicit, leaving much of the responsibility to teachers to implement it strategically. This study explores how causal mechanisms and contextual conditions shape teachers’ perspectives on character education for gifted students and emphasises practical implications, drawing on data from 10 focus group interviews across 8 cities in Türkiye with 48 teachers. Findings reveal that societal structures, cultural beliefs, and educational practices function as both enabling powers and liabilities, shaping teachers’ perspectives by transforming individual potential into societal gain. The study highlights the need for policies integrating cognitive and socio-emotional dimensions to support personal development and societal contribution, and offers a framework for designing context-sensitive strategies for practical applications.