Recognition of the concept of talent from the perspective of behavioral science professionals in the Iranian educational system : a conceptual model

Ghoraeian, Hoda; Hejazi, Elaheh; Hajhosseini, Mansoure; Salehi, Keyvan

doi:10.30473/etl.2025.72229.4263

Recognition of the concept of talent from the perspective of behavioral science professionals in the Iranian educational system : a conceptual model

Document Type : Research

Authors

¹ UNIVERSITY OF TEHRAN

² professor of psychology and educational sciences at the university of tehran ،tehran ،iran

³ Faculty of Psychology and Education, University of Tehran, Tehran, Iran

⁴ Associate Professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

10.30473/etl.2025.72229.4263

Abstract

This qualitative study aimed to explore the concept of talent from the perspective of behavioral science experts within the context of Iran's educational system. Adopting a constructivist approach and employing grounded theory methodology, data were collected through semi-structured interviews with talent development specialists and analyzed using MAXQDA software.
The findings revealed that the concept of talent at the heart of this study possesses a multidimensional and dynamic nature, emerging from the interaction between innate and environmental factors. Data analysis led to the identification of four key components that collectively explain the essence of talent: 1) The nature of talent (the study's core) comprising biological dimensions (innate abilities and intelligence-related capacities) and social dimensions (environmental influences and future-oriented tendencies); 2) Characteristics of talented individuals as diagnostic indicators; 3) Related factors (cognitive, emotional, biological, and contextual) as formative foundations; and 4) Identification methods as operationalization tools. The study presents an integrated model demonstrating that a comprehensive understanding of talent requires simultaneous attention to both innate (genetic and intellectual) and acquired (environmental and educational) dimensions. These findings can provide a foundation for developing theoretical frameworks and designing practical programs within Iran's educational system.

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