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Systematic non-experimental observation and a student assessment scale measured the presence of strategies across lectures, exercises, seminars, and consultations, emphasizing problem-based learning, creative approaches, and critical autonomy. 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guides the study?","Question",{"text":63,"@type":64},"The study examines how didactic strategies and methods affect the competencies of gifted university students and tests the importance of specific strategies for promoting intellectual autonomy in learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data collected and what was measured?",{"text":68,"@type":64},"Data came from systematic non-experimental observation plus an assessment scale completed by students, measuring how strongly listed strategies, methods, and procedures were present and how they supported learning and competency development.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about the competencies with higher results?",{"text":72,"@type":64},"Competencies with higher average values largely relate to intellectual functioning, but they are not directly connected to critical thinking and intellectual autonomy, nor to knowledge of basic concepts, understanding facts, and 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and Aleksandra Gojkov-Rajić3  \n• This paper presents the findings of explorative research undertaken on an intentional sample consisting of 112 master’s students of pedagogy in Serbia, assumed to be potentially gifted and to have demonstrated academic giftedness, since their average mark during their studies was above 9.00 on a scale of 1.0 to 10.0. The intention was to examine the influence of didactic strategies and methods on the competencies of gifted students and thus verify the hypothesis on the significance of certain didactic strategies and methods for the contribution of higher education teaching in order to encourage intellectual autonomy in learning in the case of gifted university students. The method of systematic non-experimental observation was used, accompanied by an assessment scale used by students to estimate the level of the presence of the listed strategies, methods or procedures during studies and to what an extent learning and teaching strategies used in lectures, exercises, seminars, and consultations addressed their needs and contributed to the development of competencies. When making a choice between didactic strategies, methods and procedures, particular attention was paid to the 52 offered methods in order to include 30 of those that refer to problem learning, creative approaches to learning, critical autonomy etc., and for the list of  \n35 competencies of which 30 refer to independent thinking and are elements of critical thinking and indicators of, above all, approaches to the learning of gifted students. The essential finding was that the achieved competencies with higher average values were, mostly, those that are important for intellectual functioning, but that were not directly connected to what explains critical thinking, intellectual autonomy, as well as to the knowledge of basic concepts, the understanding offacts, and the giving explanations of events. Keywords: gifted students, intellectual autonomy, didactic strategies and methods, digital era  \n1 *Corresponding Author. Teacher Education Faculty, University of Belgrade, and Preschool Teacher Training College “Mihailo Palov” Vršac, Serbia; [g_gojkov@open.telekom.rs](g_gojkov@open.telekom.rs)  \n2 Teacher Education Faculty, University of Belgrade, and Preschool Teacher Training College“Mihailo Palov” Vršac, Serbia  \n3 Teacher Education Faculty, University of Belgrade, and Preschool Teacher Training College“Mihailo Palov” Vršac, Serbia  \n58 didactic strategies and competencies of gifted students in the digital era  \nDidaktične strategije in kompetence nadarjenih študentov v digitalni dobi  \nGrozdanka Gojkov*, Aleksandar Stojanović, and Aleksandra Gojkov-Rajić  \n• V prispevku so predstavljeni rezultati eksplorativne raziskave, ki je bilaizvedena na namenskem vzorcu 112 magistrskih študentov pedagogike v Srbiji. Za vse so predvidevali, da so potencialno nadarjeni in da izražajoakademsko nadarjenost, saj je bila povprečna ocena njihovega študija nad 9,00 na lestvici od 1,0 do 10,0 . Namen raziskave je bil ugotoviti, kak vpliv imajo didaktične strategije in metode na kompetence nadarjenih študentov. Tako bi potrditi hipotezo o pomembnosti določenihdidaktičnih strategij in metod visokošolskega poučevanja k spodbujanju intelektualne avtonomije v procesu učenja pri nadarjenih študentih. Podatki so bili zbrani s sistematičnim neeksperimentalnim opazovanjem in z ocenjevalno lestvico. Študentje so ocenili stopnjo prisotnosti navedenih strategij, metod ali postopkov med študijem in v kolikšni meri strategije, ki so uporabljene na predavanjih, vajah, seminarjih, na konzultacijah, zadovoljujejo njihove potrebe ter prispevajo k razvijanju kompetenc. Ko so izbirali med didaktičnimi strategijami, metodami in postopki, je bila posebna pozornost namenjena 52 metodam, izmed katerih jih je 30 vključevalo problemsko zasnovano učenje, ustvarjal","cbCaihfkKhgUYmd4","https://ap.wps.com/l/cbCaihfkKhgUYmd4","pdf",489031,16,"English","# Introduction\n## Digital-age changes and gifted learners\n# Method and research aim\n## Sample and giftedness criteria\n## Didactic strategies, methods, and competency assessment\n# Core findings\n## Competencies linked to intellectual functioning","[{\"question\":\"What research question guides the study?\",\"answer\":\"The study examines how didactic strategies and methods affect the competencies of gifted university students and tests the importance of specific strategies for promoting intellectual autonomy in learning.\"},{\"question\":\"How were data collected and what was measured?\",\"answer\":\"Data came from systematic non-experimental observation plus an assessment scale completed by students, measuring how strongly listed strategies, methods, and procedures were present and how they supported learning and competency development.\"},{\"question\":\"What did the study find about the competencies with higher results?\",\"answer\":\"Competencies with higher average values largely relate to intellectual functioning, but they are not directly connected to critical thinking and intellectual autonomy, nor to knowledge of basic concepts, understanding facts, and explaining events.\"}]","Didactic Strategies and Competencies of Gifted Students in the Digital Era | PDF",1792087754]