<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Svetlana Surikova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHARACTER EDUCATION FOR THE GIFTED: PRIORITIES ACROSS EDUCATIONAL STAGES AND CULTURAL CONTEXTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">character education</style></keyword><keyword><style  face="normal" font="default" size="100%">character strengths; cultural context</style></keyword><keyword><style  face="normal" font="default" size="100%">educational stage</style></keyword><keyword><style  face="normal" font="default" size="100%">gifted and talented education</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714187</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Gifted education has traditionally prioritised cognitive development, while character education has addressed socioemotional and moral formation. Yet, the intersection of these areas is increasingly recognised as essential for nurturing gifted learners capable of both intellectual excellence and ethical responsibility. Building on this growing recognition, this review examines how existing research conceptualises priorities in character education for the gifted across varying educational stages and cultural contexts. Following the PRISMA framework, this study systematically reviewed journal articles published between 2004 and 2025 across three databases (Web of Science, Scopus, and Sage Journals). Sixty articles met the inclusion criteria, comprising 36 empirical and 24 theoretical/conceptual studies. They were analysed according to study type and research design, educational stage, and cultural context, using a combined coding system. The synthesis was organised around three key categories: group characteristics (character strengths), encountered challenges, and proposed solutions and priorities. The synthesis revealed that empirical studies, whether qualitative, mixed‐methods or quantitative, consistently foregrounded performance and intellectual virtues, whereas theoretical/conceptual studies distributed attention more evenly and gave comparatively greater weight to moral and integrative virtues. Gifted learners were found to face recurring challenges, including social and emotional difficulties, perfectionism, curriculum mismatch, and inadequate support systems. Proposed solutions clustered around differentiated instruction, social-emotional learning, mindfulness and well-being practices, external and internal support and the training of supporters. Priorities varied across educational stages and cultural contexts, yet a consistent need emerged for holistic frameworks that integrate cognitive, affective, and behavioural aspects. The review underscores the need for integrative, developmentally sensitive, and culturally responsive models of character education for the gifted. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><section><style face="normal" font="default" size="100%">860-900</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Svetlana Surikova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS THE EFFECTIVE PROFESSIONAL UPSKILLING OF LOW-SKILLED EMPLOYEES: KEY INFLUENCING FACTORS </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">low-skilled employees</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword><keyword><style  face="normal" font="default" size="100%">training transfer</style></keyword><keyword><style  face="normal" font="default" size="100%">upskilling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728584000.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">737-757</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agnese Lastovska</style></author><author><style face="normal" font="default" size="100%">Svetlana Surikova</style></author><author><style face="normal" font="default" size="100%">Gunta Siliņa-Jasjukeviča</style></author><author><style face="normal" font="default" size="100%">Inese Lūsēna-Ezera</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL PRACTITIONERS’ ATTITUDES TOWARDS CHANGE: CHALLENGES AND OPPORTUNITIES FOR IMPLEMENTING THE MODEL “SCHOOL AS A LEARNING ORGANISATION” IN GENERAL EDUCATION INSTITUTIONS IN LATVIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitude towards change</style></keyword><keyword><style  face="normal" font="default" size="100%">general education</style></keyword><keyword><style  face="normal" font="default" size="100%">influencing factors</style></keyword><keyword><style  face="normal" font="default" size="100%">innovations in education</style></keyword><keyword><style  face="normal" font="default" size="100%">school as a learning organisation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698379331.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In contemporary society, constant dynamic change presents a challenge that should be perceived as a determinant factor leading to progress. The aim of this study was to explore the extent to which educational practitioners in general education institutions in Latvia are prepared for change. Additionally, the study seeks to identify the main enabling factors and obstacles in implementing the “School as a Learning Organisation” (SLO) model in general education in Latvia. That was achieved through quantitative data analysis from various perspectives, such as comparing data based on the type and size of educational institutions, as well as the positions and seniority of employees. Research data were collected using a web-based survey designed and maintained through QuestionPro. The final analytic sample comprised 671 respondents from 62 general education institutions in Latvia. The research results revealed that educational practitioners in Latvia, including leading, teaching, and supporting staff from general education institutions, are open to changes, new practices, and innovations. However, there were exceptions influenced by the educational practitioners' seniority and position, institution size, and type. These factors could both positively and negatively predict employees' attitudes towards change. A positive attitude towards change among teaching staff is a crucial element for the successful implementation of educational reforms in Latvia, such as the adoption of the SLO model. To foster a positive organizational culture, school leaders must provide supportive and transformative leadership, which is crucial for employees' positive attitude towards change.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">647-666</style></section></record></records></xml>