What Changed Since 1994: Educator Attitudes Toward Gifted Education

This systematic review examined how variables influencing educator attitudes toward gifted education have evolved since 1994. Utilizing Gagné and Nadeau's Attitudes Toward Giftedness and Its Education scale, 39 studies were analyzed to identify variables to explain attitudes toward gifted education. Findings revealed no single variable consistently predicted educator attitudes, which emphasizes the continuing complexity of this inquiry. The results highlighted the multifaceted nature of educator attitudes, suggesting that a combination of cognitive, emotional, and behavioral components interacts dynamically to shape perceptions of gifted education across different contexts. We further examined studies across successive time periods. The early studies reported largely positive baseline attitudes during the scale development. Attitudes became more variable later as research broadened internationally. The most recent studies showed the greatest heterogeneity, reflecting stronger regional and role-based differences. The study underscored the importance of targeted professional development opportunities, inclusive policies, and cross-institutional collaboration to address the diverse needs of educators and gifted learners. Future research should systematically explore cross-cultural perspectives, longitudinal trends, and the influence of professional training to deepen understanding of how these explanatory variables evolve in diverse educational environments and influence the practice of gifted education.