Eka Sakti Yudha, Yuyus Suherman, Tina Hayati Dahlan
Gifted and talented education (GATE) in Indonesia has gained renewed attention under the Merdeka Belajar policy, yet scholarship remain fragmented, with weak alignment between national policy, school practice and learning resources. This study examines Indonesia’s gifted education landscape by reframing it through the Actiotope Model of Giftedness (AMG) and its Education and Learning Capital Model, a systemic framework emphasizing individual–environment interaction. Using a qualitative multi-source design, data were drawn from document analysis of 16 policy texts, content analysis of 15 peer-reviewed publications (PRISMA-guided) and semi-structured interviews with 20 educators, policymakers, university experts and parents. The AMG framework maps both endogenous learning capitals (actional, organismic, telic, attentional, episodic) and exogenous educational capitals (economic, social, cultural, infrastructural, didactic). Findings reveal a system that is fragmented but evolving. Strengths include strong parental involvement and a cultural emphasis on achievement. Key constraints are limited dedicated funding, uneven infrastructure, narrow conceptions of giftedness and inadequate teacher preparation. Gifted learners were described as highly motivated and agentic, yet with underdeveloped reflective and socioemotional capacities. The study proposes an AMG-aligned reconceptualization of GATE in Indonesia centered on ecological support, systemic collaboration and sustainable enrichment. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Guidance and Counseling Department, Faculty of Education, Universitas Pendidikan Indonesia, West Java, Bandung, Indonesia; Special Education Department, Faculty of Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Psychology Department, Faculty of Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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