Giftedness and teachers’ professional culture in Italy: A survey on representations from synecological perspective

The study investigates knowledge, representations, and attitudes of 5.087 Italian teachers and future teachers toward giftedness, interpreted from a synecological perspective as a resource for the balance of educational ecosystems. The quali-quantitative analysis conducted reveals a theoretical recognition of the specific needs of gifted students, however accompanied by resistance toward structured operational strategies, with significant variations across school levels. Direct experience with high-potential students seems to influence professional dispositions. The results highlight the necessity of systemic training interventions that support the translation of recent Italian legislation into coherent and widespread educational practices.