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Abstract: This study aimed to analyze modern theoretical concepts of intelligence,
talent, and skill in light of contemporary models (2020-2024) and to reveal the
degree to which educational professionals understand the differences between
them. The study employed a mixed-methods approach (descriptive-analytical and
quasi-experimental) and was conducted on a sample of 50) educational
professionals, divided into two groups (control and experimental). Using a
revised conceptual understanding test based on the latest classifications and
qualitative interviews, the results showed a statistically significant
difference (α ≤ 0.05) in favour of the experimental group (trained on the
modern models) in their ability to differentiate between concepts. The study
also revealed significant conceptual confusion among the control group,
particularly between the concepts of "comprehensive talent" and
"digital skills." The study underscores the dynamic, multidimensional
nature of talent that interacts with modern technologies and concludes with the
necessity of adopting comprehensive models and implementing specialized
training programs for educators to improve the accuracy of identifying and
nurturing gifted individuals in light of the demands of the digital age.
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