Abstract
The Education and Learning Capital Model (ELCM), based on the Actiotope Model of Giftedness was used as a framework to explain the current practices dedicated to serve gifted education. This article addresses the status quo of gifted education in Oman according to the ELDM. The model comprised ten components including action learning capital, economic education capital, cultural education capital, social educational capital, infrastructure education capital, organismic learning capital, telic learning capital, episodical learning capital, and attentional learning capital. Questions related to these ten elements were answered by analyzing reports from the Ministry of Education (MoE) and royal decrees that serve the education of gifted students. Also, interviews were conducted with gifted students, teachers, and administrators, and parents of gifted students to consolidate the answers to the ten questions based on the ELCM. The article concluded with some recommendations and suggestions of supporting gifted education in Oman.
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