Sostenibilità dei processi di identificazione dei talenti tra educazione e equità

This paper discusses the necessity of a sustainable paradigm shift in gifted education, focusing on inclusivity and comprehensive development. Among the objectives is the attempt to develop the systemic logic proposes a more complex reasoning according to which genetics, the environment and socio-cultural and value representations allow a fair and inclusive conception of giftedness. The aim of the focus intends to define the usefulness of the systemic-relational approach to the education of the gifted, thus passing from an education “for” the gifted to an education “with” the gifted, integrating all the dimensions of the individual and the its socio-cultural context in a single life project. It examines the limitations of identification processes, advocates for a transformative approach, and emphasizes equal opportunities for students within a sustainable educational environment.