The Complexity, Autonomy, Authenticity, and Support (CAAS) Framework for Gifted Students’ Needs in Technology Education: A Systematic Literature Review
Year: 2025
Type: review
Study design: Systematic Review
Abstract: Gifted students have specific educational needs. For instance, they need teaching to be challenging and stimulating. Teachers in inclusive settings have a variety of needs to consider. However, when it comes to technology education, little is known about gifted students’ needs. The aim of this study is to describe and synthesize knowledge about gifted students’ needs in technology education based on a systematic literature review and a thematic analysis. The results comprise four themes describing gifted students’ needs and how teaching can be organized to meet these needs: Complexity, Autonomy, Authenticity, and Support. The themes, conceptualized as the CAAS framework, can guide teachers in their efforts to plan and carry out technology teaching as a proactive response to gifted students’ needs.
Source: Roeper Review
Author: Helen Brink
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408442732