Arab universities face growing challenges in identifying and supporting gifted university students, despite significant progress in school-level gifted education (Abdullah, 2021). The literature reveals that higher education institutions often adopt limited and unsystematic approaches, focusing on academic achievement rather than comprehensive development of creativity, innovation, and leadership skills (AlGhawi, 2017). Recent international scholarship highlights that this challenge is not merely operational but conceptual, stemming from the absence of foresight-based models that align talent development with universities’ future-oriented missions and societal responsibilities (Subotnik et al., 2019).

This reality exposes a clear gap between school and university talent programs. While schools typically offer structured initiatives—including academic enrichment, psychological guidance, and leadership development—universities often lack clear policies, dedicated organizational structures, and effective evaluation tools for identifying and nurturing talent. Moreover, the lack of continuity between secondary education talent outputs and university input systems leads to a loss of accumulated human capital and weak integration of talented students into research and innovation ecosystems. The absence of such systematic frameworks results in underutilization of gifted human capital, reducing contributions to scientific innovation and institutional excellence. Accordingly, this study seeks to design a sustainable foresight-based model for university talent development that reflects the cultural and academic specificities of Arab universities, bridges the transition from secondary to higher education, and aligns early identification, enrichment programs, and empowerment with universities’ academic, research, and societal leadership roles.

What are the major international experiences in nurturing university talent?

University talent refers to students’ exceptional intellectual, creative, or leadership abilities that can be developed to achieve distinguished academic and societal performance. Such talent is essential for promoting innovation and institutional excellence in universities. Studies show that developing talented university students significantly enhances institutional innovation, educational quality, and research productivity, and is a core element of global competitiveness (Abou Nasser, 2019).

To strengthen the theoretical grounding of this study, the Triple-Helix model (Etzkowitz and Leydesdorff, 2000) is applied as a central framework, emphasizing the dynamic interactions between universities, industry, and government to foster innovation and knowledge creation. Within this model, university talent development is conceptualized as a strategic mechanism linking students’ individual capabilities with institutional and societal innovation goals.

Additionally, Renzulli’s Three-Ring Conception of Giftedness and Gardner’s Theory of Multiple Intelligences provide complementary micro-level perspectives, focusing on cognitive, creative, and motivational factors that enable differentiated and personalized educational interventions (Toshpulatov S., 2025; Toshpulatov X., 2025; Albrahim and Al Rashidi, 2020). By combining macro-level innovation theories (Triple-Helix) with micro-level talent theories, this framework connects individual talent development to broader institutional and societal objectives, providing a robust theoretical basis for the foresight-based model proposed in this study.

Despite positive trends in higher education policies in GCC countries toward a knowledge-based economy, gifted education remains characterized by fragmented visions, inconsistent policies, and weak implementation. The lack of a coherent theoretical underpinning in most GCC talent programs contributes to limited alignment with universities’ innovation and research missions (Matu and Paik, 2021). The absence of a unified definition of talent, limited diagnostic tools, and inadequate teacher preparation programs pose significant challenges to building a systematic framework for nurturing talent and aligning educational outcomes with institutional innovation. Establishing university environments that deeply understand gifted students’ characteristics and provide advanced learning experiences fostering critical thinking and creativity is essential. Differentiated education remains a key pillar, enhanced through integration with institutional strategies that link talent programs to national innovation agendas and Triple-Helix partnerships.

GCC universities aim to cultivate a culture of innovation as part of their transition to knowledge economies. However, in the absence of structured frameworks linking university talent development with industry and government initiatives, many programs remain ad hoc. Recent literature emphasizes integrating talent development into universities’ strategic goals across research, entrepreneurship, and employability domains. The Triple-Helix perspective supports partnerships between universities, industry, and government to create environments conducive to creativity, innovation, and practical application of student talents (Syed et al., 2023; El-Saharty et al., 2020; Zhang et al., 2023). A strategic approach linking student talent with institutional excellence requires embedding talent programs into universities’ research, entrepreneurship, and community engagement plans, making talented students active contributors to national development. This integration fosters synergy between individual growth and institutional distinction and aligns higher education outputs with societal and economic transformation (Ayoub et al., 2023).

Globally, leading universities adopt comprehensive programs and policies for gifted students based on differentiated curricula, holistic identification, psychological and social support, and strong institutional frameworks. In the United States, Hong Kong, and Taiwan, academic programs include acceleration, enrichment, and supervised research projects (Chan et al., 2020; Chen and Chen, 2020; Boichenko, 2015). European universities emphasize equity and inclusion through financial aid and academic support for underrepresented groups (Cazco et al., 2024; Ecker-Lyster and Niileksela, 2017). Russia, Spain, and Latin American countries have established national frameworks with specialized centers and long-term initiatives to build research and creative capacities (Skorobogatova and Melikhova, 2021; Balakireva, 2018). From a Triple-Helix perspective, these global practices demonstrate how university-industry-government interactions enhance student talent development, linking individual abilities with institutional innovation and national knowledge ecosystems. Comparative research reveals that countries with mature Triple-Helix structures (e.g., U.S., Netherlands, China) achieve more systematic and sustainable talent outcomes compared to nations in developmental stages (Jones et al., 2019; Ćurić et al., 2025; Lei, 2023).

Educational policies form the foundation of effective talent programs, defining identification methods, curriculum adaptation, and academic and psychological support services. Effective policies worldwide emphasize equity, inclusiveness, and equal opportunities for all gifted students, including underrepresented groups (Cazco et al., 2024; Robinson, 1997; Peters et al., 2019; Ninkov, 2020; Ryu and Ryu, 2023). Policies integrated with Triple-Helix principles ensure that university talent programs are aligned with broader institutional and national innovation strategies, fostering sustainability and societal impact. Policy approaches vary: American and European universities emphasize academic counseling and acceleration, while Australia faces challenges in integrating technology in rural education (Rasmussen and Lingard, 2018; Jolly and Robins, 2021; Alqahtani and Alqahtani, 2023). Latin American, Spanish, and Ukrainian experiences highlight scholarship programs but suffer from inconsistent implementation and limited evaluation mechanisms (Setiawan and Septiarti, 2019; Maznichenko et al., 2021).

Overall, nurturing university talent in GCC countries requires an integrated vision combining differentiated education, global models of giftedness, and Triple-Helix institutional frameworks. International experiences show that flexible policies, rich curricula, precise identification tools, and sustainable support systems are essential to unleashing student potential. A comprehensive Gulf model for university talent development should therefore draw from global lessons while adapting to regional cultural and social contexts, embedding students’ development within institutional and national innovation ecosystems (Cazco et al., 2024; Toshpulatov S., 2025; Toshpulatov X., 2025; Motlak et al., 2024; Ayoub et al., 2023; Chan et al., 2020; Lei, 2023; Tiwen, 2023).

This study aims to develop a sustainable foresight-based model for nurturing university talent in Arab and Gulf universities by analyzing international and regional experiences and exploring the perspectives of academic and administrative experts. To achieve this goal, the study adopted a qualitative descriptive–analytical research design, integrating systematic document analysis and expert consultation as complementary qualitative tools. The descriptive–analytical method was employed to examine existing practices and experiences, while the foresight approach was operationalized through synthesizing expert insights and documented practices to design a future-oriented and sustainable model grounded in empirical qualitative evidence.

The study population consisted of academic and administrative experts specializing in higher education and those directly involved in designing, managing, or evaluating university talent development programs, as well as documented institutional experiences related to talent care in higher education.

The study sample comprised 53 experts from Gulf Cooperation Council (GCC) countries, selected using purposive sampling, which is widely recommended in qualitative and policy-oriented research for accessing information-rich cases (Creswell and Poth, 2018; Palinkas et al., 2015). The selection process followed explicit criteria, including:

Experts were identified through professional networks, institutional nominations, and public records of participation in talent and excellence programs. Invitations were sent electronically, and participation was voluntary. This approach ensured depth, relevance, and diversity of perspectives, rather than statistical generalizability, which aligns with the qualitative nature of the study (see Table 1).

The table demonstrates diversity in the demographic characteristics of the study sample, providing a wide range of perspectives across different Gulf contexts, which enhances the validity and richness of the study findings.

Document analysis served as a primary tool for understanding the regulatory and operational framework of talent development in higher education institutions. Documents were selected based on predefined criteria relevant to Research Question 1 (RQ1), including:

The analyzed documents included strategic plans, talent development policies, program descriptions, accreditation and evaluation reports, and publicly documented initiatives from selected universities and recognized educational bodies. Content analysis was used to identify recurring patterns, strengths, gaps, and future-oriented practices relevant to sustainable talent nurturing.

Expert consultation complemented document analysis by providing in-depth insights into institutional practices for talent identification, academic support, leadership empowerment, and sustainability mechanisms. A semi-structured qualitative questionnaire was developed based on relevant literature and document analysis findings. The questionnaire underwent content validation by a panel of five experts in higher education leadership and research methodology, leading to minor revisions for clarity and alignment. From the total sample of 53 experts, data collection involved two qualitative modes:

These 16 participants were drawn from the larger sample of 53 experts, selected based on their availability and depth of experience, to enrich and triangulate the questionnaire data. The remaining experts contributed through the qualitative questionnaire only. This multi-layered consultation enhanced data richness and credibility.

Official documents were retrieved from university websites, governmental portals, and recognized international and regional educational initiatives. The qualitative questionnaire was distributed electronically via email and secure online platforms. Interviews were conducted online, audio-recorded with participants’ consent, transcribed verbatim, and anonymized to ensure confidentiality.

Document Analysis: Qualitative content analysis was applied to classify data into categories aligned with talent development inputs, processes, and outcomes.

Instrument validity was ensured through literature grounding, expert review, and pilot testing of the questionnaire. Credibility was enhanced through data triangulation (documents and expert inputs), member checking of interview summaries, and peer debriefing during analysis. Transferability was supported by detailed contextual descriptions, while dependability was ensured through transparent documentation of all methodological procedures.

International experiences in university talent development vary across countries in terms of policies, models, and support mechanisms, yet several common and distinctive trends emerge depending on cultural and economic contexts.

Countries such as China, Singapore, Malaysia, and Taiwan adopt clear national policies that integrate universities, government, and the private sector under the “Triple Helix Model,” emphasizing human capital development and innovation. These systems offer specialized programs, partnerships with industry, and support for scientific research and entrepreneurship. For instance, China focuses on talent development as a means to promote national rejuvenation, strengthen cultural values, expand higher education and research, and address regional disparities in talent distribution (Jehma, 2024; Li and Xue, 2021; Kun and Jian, 2023; Guo et al., 2023).

European universities—particularly in Finland, Ukraine, and Poland—emphasize creating a supportive, flexible, and inclusive learning environment that provides academic and personal assistance for talented and international students. In Finland, talent support encompasses academic adjustment, learning enhancement, personal growth, and independence (Ballo et al., 2024). Meanwhile, Ukraine and Poland have adopted national strategies to develop higher education in line with digital transformation and European integration (Skydan, 2024; Lei, 2023).

Japanese universities seek to enhance internationalization through English-medium programs, international student support, and multicultural campus environments. However, challenges persist regarding the social and cultural integration of gifted students (Lei, 2023; Rees, 2024).

In the United States and Western Europe, universities rely on advanced programs such as dual enrollment, advanced courses, and individual mentoring, alongside strong partnerships between universities and high schools to facilitate the transition of gifted students and provide advanced research opportunities (VanTassel-Baska, 2023; Brandon et al., 2021).

Experiences in Russia and Eastern Europe highlight the importance of university–school partnerships for identifying and supporting gifted learners, focusing on career guidance and aligning education with regional labor market needs (Maznichenko et al., 2021; Balakireva, 2018) (see Table 2).

In summary, international experiences converge on the importance of national policies, institutional partnerships, and flexible, supportive learning environments for nurturing university talent, while differing in tools and emphases based on local and cultural contexts.

Arab and Gulf countries have witnessed notable progress in higher education talent development policies and programs, though disparities remain in legislation, implementation, and program quality.

Gulf countries (Saudi Arabia, UAE, Qatar, Oman, Kuwait, Bahrain) have adopted national policies to support talented individuals, focusing on human capital development and innovation, especially in STEM fields. However, challenges persist, such as the absence of a unified definition of talent, insufficient identification tools, limited teacher preparation programs, and underrepresentation of artistic talent programs due to cultural factors (Kayan-Fadlelmula et al., 2022; Al-Duraywish, 2023).

In conclusion, although several Arab and Gulf countries have made progress in university talent development, common challenges persist, including the absence of unified legislation, inadequate preparation programs, and limited attention to artistic talents. Strengthening regional cooperation, experience exchange, and policy development will contribute to improving talent care across the region (Ismail et al., 2022; Alamrani et al., 2024; Opoku et al., 2024; Alodat et al., 2024; Al-Duraywish, 2023; Alelyani, 2021; Salamah et al., 2023).

The responses of experts (n = 53) reflected a diversity of viewpoints, yet converged on a central belief: the sustainability of university talent programs depends on an integrated institutional model combining strategic vision, practical implementation, technological innovation, and continuous evaluation.

Thematic analysis of interviews and discussions revealed six major dimensions:

The academic and administrative experts participating in the study unanimously agreed that learning from international experiences in talent development represents a fundamental entry point for designing a sustainable foresight-based model suited to the context of Arab and Gulf universities. They emphasized that the essence of this model lies in integrating elements of open innovation within the higher education system so that the university becomes an interactive space for collaborative creativity—one that embraces ideas and initiatives and transforms them into measurable and improvable institutional practices.

The experts also highlighted the importance of establishing multi-sectoral partnerships involving research institutions, industry, and civil society organizations to enhance integration between academic knowledge and real-world developmental needs. They viewed the success of this model as contingent upon its ability to align the Sustainable Development Goals (SDGs) with university policies for talent development and innovation, thus transforming programs into effective tools for achieving comprehensive development and responsible citizenship. Several experts further noted that an effective model must be based on a holistic institutional vision, cross-disciplinary collaboration, and long-term strategic planning that ensures sustainability and coherence with global trends in higher education (Lee et al., 2025; Ferrer-Estévez and Chalmeta, 2021; Abo-Khalil, 2024; Zaidan et al., 2024).

The findings also indicated that adapting a sustainable foresight-based model for talent development to the Arab and Gulf higher education context requires sensitivity to the region’s cultural and organizational specificities, where societal values intersect with national development priorities. Experts observed that universities in the region possess promising foundations for adopting such a model—including advanced technological infrastructure, growing governmental support for innovation, and policy orientations toward quality and excellence.

However, several participants pointed out institutional and cultural challenges that must be addressed when transferring or adapting international experiences, such as limited cross-sectoral integration, weak culture of interdisciplinary teamwork, and overreliance on individual initiatives instead of systemic approaches. Therefore, experts recommended developing a flexible legislative and organizational environment that enables knowledge exchange among universities, fosters institutional innovation, and links talent development to national economic and social development projects.

They also emphasized that the Gulf context presents unique foresight opportunities that can make it an ideal environment for implementing this model, given its economic stability and forward-looking national visions (e.g., Oman Vision 2040 and Saudi Vision 2030) that prioritize investment in human capital. Consequently, implementing the proposed model requires transforming talent nurturing from a supportive activity into a strategic component of the university’s identity and mission, with policies and programs redesigned to advance innovation, leadership, and entrepreneurship. Thus, adapting the international model within the Arab and Gulf university context does not mean copying it verbatim but rather re-engineering it to align with local cultural and developmental characteristics — turning it into an institutional framework capable of achieving sustainability and excellence in university talent development over the long term.

Partnerships and Alliances: Establish alliances among universities, the private sector, and nonprofit organizations to provide international training opportunities, sustainable funding, and joint research projects — thereby enhancing innovation and talent development environments (Lee et al., 2025; Pereira et al., 2023; Zaidan et al., 2024).

Based on the literature analysis and study findings, talent development in higher education institutions can be strengthened through a series of interrelated procedural steps integrating institutional, academic, and community dimensions:

A clear, integrated institutional vision aligned with national education and innovation strategies.

The study’s findings suggest that nurturing gifted students in higher education institutions across the GCC requires a comprehensive approach that integrates institutional policies, organizational structures, specialized academic programs, and modern assessment tools—while considering the region’s cultural and social context. These findings align with international best practices emphasizing early talent identification, differentiated learning, psychological and social support, and the promotion of research and innovation.

From a holistic perspective, talent development can be viewed as a cornerstone for strengthening university excellence, institutional innovation, and the shift toward a knowledge economy, ensuring a sustainable positive impact on students, institutions, and society alike. The study underscores the value of drawing on international experiences to design locally applicable models adapted to institutional and cultural contexts. This contributes to building an integrated knowledge network that bridges theory and practice, and local expertise with global standards. Consequently, this vision provides a conceptual framework to guide academic policymakers toward talent-nurturing strategies that foster international competitiveness and institutional excellence in higher education.

Several factors may limit the generalizability of this study’s results, including the relatively small sample size and its distribution across a number of GCC countries, as well as reliance on official documents and expert opinions that may reflect partial subjective judgments. Furthermore, variations in policies, resources, and institutional maturity among universities may affect the applicability of the findings in different contexts. Therefore, institutional and cultural differences should be considered when transferring these findings to other settings, and complementary studies are recommended to validate the suitability of the proposed recommendations.

Adopt the foresight-based model developed by this study for nurturing talent in GCC universities, while benchmarking it against internationally recognized talent development frameworks and best practices reported in global higher education literature.