Vol. 7, Issue 1, Part E (2025)

This study adopts a qualitative methodology within a pragmatic case study framework to investigate teachers’ perceptions, attitudes, and practices regarding the use of intercultural approaches in gifted STEAM education. The research sample was selected through purposive sampling and consisted of six teachers from various disciplines, all with prior experience in STEM/STEAM and gifted education. These participants were enrolled in a year-long professional development program on “Gifted STEAM Education”. Data were collected through semi-structured interviews, focus groups, and observation of the implementation of a gifted STEAM learning scenario within a non-formal primary education setting. The findings highlight the role of intercultural practices in promoting inclusion, enhancing creativity and empathy, and supporting the identification and development of giftedness in culturally diverse classrooms. Teachers emphasized the importance of cultural sensitivity in addressing linguistic and emotional barriers, enabling equitable participation, and fostering collaborative, student-centered learning environments. At the same time, the study reveals structural challenges such as inconsistent training and limited institutional support, which place the burden of inclusive practice largely on individual teachers. This research contributes to current discussions on equity, innovation, and cultural responsiveness in gifted education, positioning teachers’ lived experiences as central to the advancement of inclusive gifted STEAM pedagogy.