<?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%">Rohmatun Lukluk Isnaini</style></author><author><style face="normal" font="default" size="100%">Farida Hanum</style></author><author><style face="normal" font="default" size="100%">Lantip Diat Prasojo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING CHARACTER EDUCATION THROUGH ACADEMIC CULTURE IN INDONESIAN PROGRAMMED ISLAMIC HIGH SCHOOL</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%">academic culture</style></keyword><keyword><style  face="normal" font="default" size="100%">character education</style></keyword><keyword><style  face="normal" font="default" size="100%">daily activities</style></keyword><keyword><style  face="normal" font="default" size="100%">Programmed Islamic high school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607329820.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</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%">Academic dishonesty, which is a part of educational problems, occurs mostly in religious-based high schools. The dishonest behavior of these students is contrary to the application of character education in educational institutions. This research aimed to describe the experiences of teachers and students in the Programmed Islamic High School (PIHS) relating to academic culture in the development of student character education. The data collection method used in this research was a phenomenological qualitative method by conducting in-depth interviews with four teachers and six students in a PIHS. Apart from the results of the interviews, the acquisition of data was also supported by documentation and observations of the daily activities of the students, which reflected the application of character education. The results showed that the academic culture at PIHS contributes greatly to developing student character education. Character education developed from academic culture can be seen from their academic discourse, publications, knowledge acquisition, disciplinary, and academic activities management. From the academic culture, students have a religious, honest, nationalistic, responsible, cooperative, and independent character. This research suggests that the pattern of academic culture in the development of character education in PIHS can be adopted by other religion-based schools. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">948-966</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%">Zurqoni</style></author><author><style face="normal" font="default" size="100%">Heri Retnawati</style></author><author><style face="normal" font="default" size="100%">Ezi Apino</style></author><author><style face="normal" font="default" size="100%">Rizqa D. Anazifa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPACT OF CHARACTER EDUCATION IMPLEMENTATION: A GOAL-FREE EVALUATION</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 value</style></keyword><keyword><style  face="normal" font="default" size="100%">goal-free evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">impact evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1545497975.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</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%">Many studies reported the importance of character education for students to support their future success. Currently, the countries have strengthened the implementation of character education in their educational system, including Indonesia. Related to the previous statements, this research aimed to describe the impact of character education implementation as well as challenges and strategies of teachers in implementing the character education. This research was an evaluation research type using a goal-free evaluation model (impact evaluation) with a qualitative approach. The participants of the research were principals, teachers, students, parents, and community members from three provinces in Indonesia; East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara. Data were collected through Focus Group Discussion (FGD) and also in-depth interviews. The data were then analysed using a model of Bogdan and Biklen to find out the refinement among themes and generate a detailed understanding. The findings showed that character education had a positive impact on increasing the students’ character values including religiosity, personality, social attitude, and competitive attitude. Role-modelling by teachers and other members of the school community and parents, character-oriented activities, and moral and material support from educational stakeholders are key factors in character education implementation. However, some improvements need to be made, such as improving the teacher training and workshops and giving financial support (funding) for character education implementation. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">881-899</style></section></record></records></xml>