Aligning Gifted Education with Sustainable Development Goals: A Cross-Cultural Analysis from a Türkiye Perspective

The education of gifted individuals has strategic importance today. It aligns directly with the United Nations Sustainable Development Goals and it supports inclusive quality education (SDG 4). This study examines theoretical approaches and application models in gifted education with a cross-cultural perspective and the document analysis method is used. International models and the historical development of gifted education in Türkiye are compared. Findings show that gifted education evolved from one-dimensional intelligence tests to holistic models. These models support the affective, cognitive, and psychomotor well-being of students. The applications in different countries are shaped by their cultural values and education policies. Systemic barriers in identification processes prevent equal opportunities in many countries. The Science and Art Centers (BILSEM) and Gifted Education Program (UYEP) offer important institutional foundations in Türkiye. But recent literature shows that these centers continue to face physical and material problems. Students from all socio-economic backgrounds must have fair access to advanced learning. Gifted education is a long-term public policy area. Sustainable gifted education systems require social equity, institutional continuity, and dynamic curriculum structures. Policy implications are presented to build inclusive and sustainable education models from a Türkiye perspective.