Collaborative project-based learning as a pedagogical strategy for inclusion in gifted STEAM education: Teachers’ perspectives from mixed-ability classrooms
Author(s): Emmanouil D Milakis
Abstract: This study explores
the role of collaborative project-based learning (CPBL) as a mechanism of
inclusion within the specialized domain of gifted STEAM education. Grounded in
a critical understanding of giftedness as a dynamic and contextually mediated construct,
the research examines how teachers conceptualize, adapt, and implement CPBL
practices in mixed-ability classrooms that include both gifted and non-gifted
students. Conducted within the framework of a year-long professional
development program entitled
Gifted STEAM Education, the study employed
a qualitative case study methodology involving purposive sampling of teachers
from primary and secondary education in Greece. Data were collected through
interviews, focus groups, classroom observations, and content analysis, and
were thematically analyzed to illuminate teachers’ perspectives and pedagogical
strategies. The findings reveal a complex interplay between inclusion and
differentiation, highlighting teachers’ efforts to foster equitable participation,
cognitive stimulation, and social integration through CPBL. Teachers framed
inclusion not as a static objective but as an enacted, relational process that
requires continual negotiation of roles, tasks, and group dynamics. Although
CPBL was broadly recognized for its capacity to enhance creativity,
problem-solving, and collaborative engagement, its success was found to depend
on thoughtful orchestration, adequate infrastructural conditions, and
meaningful professional preparation. These enabling factors, however, were
often identified as insufficiently developed within current educational
systems. The study contributes a context-sensitive perspective to the
literature on inclusive gifted pedagogy, emphasizing the need for systemic
support, targeted teacher training, and adaptable curricular frameworks in
order to realize the transformative potential of collaborative learning in
gifted STEAM environments.
DOI: 10.22271/multi.2025.v7.i5b.690Pages: 92-105 | Views: 91 | Downloads: 44Download Full Article: Click Here
How to cite this article:
Emmanouil D Milakis.
Collaborative project-based learning as a pedagogical strategy for inclusion in gifted STEAM education: Teachers’ perspectives from mixed-ability classrooms. Int J Multidiscip Trends 2025;7(5):92-105. DOI:
10.22271/multi.2025.v7.i5b.690
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