METHODS OF IDENTIFYING GIFTED STUDENTS IN THE FINNISH EDUCATION SYSTEM

Аннотация

The experience of supporting talented young people in the country through early identification of students' abilities, diagnostics, education based on individual curricula, and the use of methods such as STEAM, digital technologies, and project-based education is discussed. This article analyzes advanced technologies and approaches used in the identification and development of gifted students in the Finnish education system. Proposals are developed on the adapted directions ofthis experience forthehigher education system of Uzbekistan. Keywords:gifted students, Finnish education, identification technologies, individual curriculum, digital education, diagnostics, STEAM, project-based education Introduction.Among theadvanced education systems inthe world, theFinnish education model stands out for its humanistic approach, its basis for equal opportunities, as well as its systematic approach aimed at identifying and developing the individual potential ofthe student. The Finnish education system uses a complex of modern pedagogical and digital technologies to identify talented students at an early stage, include them and work with them individually. The relevance of the topic is that although certain reforms are being carried out in Uzbekistan to systematically work with talented young people, select them and develop them purposefully, the need to introduce technologies that serve their development at an international level remains urgent. Today, the level of development of each society depends, first of all, on its attention to its education system, especially to identifying talented and gifted young people and creating appropriate conditions for them. Gifted students are potential individuals who are distinguished not only by their abilities, but also by their potential to create new achievements in the fields of science, technology, economics and culture in the future. Therefore, the process of working with gifted youth isone oftheissues ofstrategic importance at thestate level. In recent years, a number of important reforms have been implemented in the education system of the Republic of Uzbekistan aimed at supporting gifted students. However, in order to organize this process more effectively, it is important to study international experience, in particular, the advanced approaches of Finland. The Finnish education system is world famous for its fair, equal opportunities and person-oriented methods, and special attention is paid to the issues of identifying and developing gifted students in this system. Literature review. The issueofidentifying gifted students and developing their potential is oneof the central areas of modern pedagogical research. This section analyzes scientific research conducted within the Finnish education system, international experience, and literature in the contextofUzbekistan. 1. Sahlberg, P. (2015) in his work “Finnish Lessons: What Can the World Learn from Educational Change in Finland?” shows that the main advantages of the Finnish education system are stability, equality, and an individual approach to education. According to the author, creating conditions for each student to develop according to their abilities is an important basis http://www.internationaljournal.co.in/index.php/jasass 778 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 for working with gifted youth [1].2. The “Three-Ring Conception of Giftedness” model developed by Renzulli, J. S. (2012) is widely used in the Finnish education system. This model explains giftedness as a combination of high intellectual ability, creativity, and commitment to thetask. Finnish educators identify and support gifted young peoplebased onthisapproach [2]. 3. Research conducted by Niemi, H. & Isopahkala-Bouret, U. (2015) shows that a differentiated approach and the training of educators are important factors in working with gifted students in Finland. In particular, methods such as diagnostic assessment, reflection, and guidance for independent thinkinginproblem situationsare effective [3]. 4. The OECD (2018) report extensively discusses the impact of digital technologies on the educational process, in particular their role in developing the abilities of gifted young people. Finland is among the advanced countries in this area, having widely implemented online platforms, gamification, and distanceSTEAM programs [4]. 5. Toshkhodjaev, B. (2021) pointed out the existing problems in working with gifted students in Uzbekistan, including insufficient systematization of identification mechanisms and weak psychological and pedagogical training. The author notes the need for in-depth study of foreign, inparticular, Finnish, experience[5]. The analysis shows that diagnostic assessment, individual curriculum, advanced pedagogical technologies, and the use of digital tools play an important role in identifying and developing gifted students. In the Finnish experience, these a