“They aren’t gifted; they have just learned a lot”. Supporting adults’ giftedness in non-formal education

Scientific

The aim of this study is to describe the experiences of non-formal education practitioners in noticing, supporting and creating possibilities for the development of adult learners' gifts and talents. 17 focus-group interviews conducted with 64 non-formal education practitioners showed that adult giftedness is often associated with people's strengths, creativity, distinction, and heredity. Adult giftedness does not get enough attention and is not often acknowledged by adults themselves either. According to the findings, although the possibilities and challenges are related to the agency of the practitioner who can create a supportive environment for the development of adult giftedness, it is important that the adult take responsibility for the development of their giftedness by themselves. Non-formal education is one of the suitable environments to support adult giftedness, and the practitioners are the key people to creating such an environment.