ABSTRACT
In the 1970s, Renzulli's Enrichment Triad Model introduced an alternative for nurturing creative talent in academically talented students. The talent development framework is more inclusive than other frameworks in gifted education, as it recognizes potential as an addition to demonstrated ability. In 1993, Subotnik and colleagues replicated Terman's research by studying gifted children from upper-middle class and well-educated families enrolled in a highly selective institution in New York. Individuals with creative talent often develop into creative leaders, increasing the need for ethical considerations so that gifted leaders can advocate for ethical solutions even under complex circumstances. In today's world, students must be equipped with the ability and skillset to anticipate unimaginable changes and advances in society. Changing the notion of giftedness to that of developing creativity and talent is a more inclusive approach to gifted education.
