Teaching Students with High Abilities from a Motivational Perspective

Identifying students with high abilities and talents remains an ongoing challenge in education systems, including in Kosovo. Although international literature emphasizes the importance of early identification and the development of potential through cooperation between social and institutional actors, in practice traditional approaches based mainly on academic performance and standardized testing continue to dominate.

This study aims to analyze the challenges involved in identifying talented students, with particular emphasis on the role of teachers and school–family partnerships in primary education in Kosovo. The findings show that teachers are often not sufficiently prepared for the professional identification of students’ talents, and their assessments may be influenced by subjective perceptions. In addition, cooperation between schools and families is limited, and parents are often reluctant to express their views regarding their children’s abilities and interests.

The study highlights the need to develop contemporary strategies, provide professional training, and strengthen school–family partnerships in order to enable a more comprehensive and equitable identification of students with extraordinary potential.