Abstract
The limited literature on the gifted and talented in university education reveals the importance of investigating relevant issues and directions, given that this human resource should be nurtured for both individual and national development. This review investigates issues relating to definitions, methodologies, and theoretical interpretations, highlighting issues that need to be resolved and considering future research directions. The changing nature of the definition of gifted and talented over time and the limited inclusion of adults in university education in such definitions are highlighted, and it is noted that a uniform definition may not be the most useful option. Whereas comparative studies have been prevalent in the literature, it is argued that there is a need for construct validity regarding gifted and talented in university education, and for the methodologies that investigate the contextual nature of giftedness and talent. It is noted that theories have evolved to explain the various definitional boundaries set for giftedness and talent over the years. This study encourages interdisciplinary approaches that have been used to explain giftedness and talent contextually. Researchers should embrace the changing nature of research into giftedness and talent.
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