Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
778
METHODS OF IDENTIFYING GIFTED STUDENTS IN THE FINNISH EDUCATION
SYSTEM
Mizomov Muhammad
Teacher of Bukhara State Technical University
Abstract:
The experience of supporting talented young people in the country through early
identification of students' abilities, diagnostics, education based on individual curricula, and the
use of methods such as STEAM, digital technologies, and project-based education is discussed.
This article analyzes advanced technologies and approaches used in the identification and
development of gifted students in the Finnish education system. Proposals are developed on the
adapted directions of this experience for the higher education system of Uzbekistan.
Keywords:
gifted students, Finnish education, identification technologies, individual curriculum,
digital education, diagnostics, STEAM, project-based education
Introduction
. Among the advanced education systems in the world, the Finnish education model
stands out for its humanistic approach, its basis for equal opportunities, as well as its systematic
approach aimed at identifying and developing the individual potential of the student. The Finnish
education system uses a complex of modern pedagogical and digital technologies to identify
talented students at an early stage, include them and work with them individually. The relevance
of the topic is that although certain reforms are being carried out in Uzbekistan to systematically
work with talented young people, select them and develop them purposefully, the need to
introduce technologies that serve their development at an international level remains urgent.
Today, the level of development of each society depends, first of all, on its attention to its
education system, especially to identifying talented and gifted young people and creating
appropriate conditions for them. Gifted students are potential individuals who are distinguished
not only by their abilities, but also by their potential to create new achievements in the fields of
science, technology, economics and culture in the future. Therefore, the process of working with
gifted youth is one of the issues of strategic importance at the state level.
In recent years, a number of important reforms have been implemented in the education system
of the Republic of Uzbekistan aimed at supporting gifted students. However, in order to organize
this process more effectively, it is important to study international experience, in particular, the
advanced approaches of Finland. The Finnish education system is world famous for its fair,
equal opportunities and person-oriented methods, and special attention is paid to the issues of
identifying and developing gifted students in this system.
Literature review. The issue of identifying gifted students and developing their potential is one of
the central areas of modern pedagogical research. This section analyzes scientific research
conducted within the Finnish education system, international experience, and literature in the
context of Uzbekistan.
1. Sahlberg, P. (2015) in his work “Finnish Lessons: What Can the World Learn from
Educational Change in Finland?” shows that the main advantages of the Finnish education
system are stability, equality, and an individual approach to education. According to the author,
creating conditions for each student to develop according to their abilities is an important basis
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
779
for working with gifted youth [1].2. The “Three-Ring Conception of Giftedness” model
developed by Renzulli, J. S. (2012) is widely used in the Finnish education system. This model
explains giftedness as a combination of high intellectual ability, creativity, and commitment to
the task. Finnish educators identify and support gifted young people based on this approach [2].
3. Research conducted by Niemi, H. & Isopahkala-Bouret, U. (2015) shows that a differentiated
approach and the training of educators are important factors in working with gifted students in
Finland. In particular, methods such as diagnostic assessment, reflection, and guidance for
independent thinking in problem situations are effective [3].
4. The OECD (2018) report extensively discusses the impact of digital technologies on the
educational process, in particular their role in developing the abilities of gifted young people.
Finland is among the advanced countries in this area, having widely implemented online
platforms, gamification, and distance STEAM programs [4].
5. Toshkhodjaev, B. (2021) pointed out the existing problems in working with gifted students in
Uzbekistan, including insufficient systematization of identification mechanisms and weak
psychological and pedagogical training. The author notes the need for in-depth study of foreign,
in particular, Finnish, experience [5].
The analysis shows that diagnostic assessment, individual curriculum, advanced pedagogical
technologies, and the use of digital tools play an important role in identifying and developing
gifted students. In the Finnish experience, these approaches are being systematically
implemented. This can serve as an effective model that can be adapted for Uzbekistan.
Materials and methods. This study aims to study technologies aimed at identifying gifted
students in the Finnish education system and developing their potential. The study used a
combination of qualitative and partially quantitative methods. These approaches, while providing
an in-depth analysis of educational processes, allowed for the comparison and evaluation of the
data obtained.
Research methods:
1. Analysis method - the system for identifying gifted students introduced in Finland, curricula,
assessment forms, pedagogical approaches, as well as platforms created based on digital
technologies (for example, Wilma, Qridi, EduCloud) were studied.
2. Comparative method (comparative analysis) - practices for identifying and supporting gifted
students in the Finnish and Uzbek education systems were compared. This method was
implemented taking into account the political, cultural, and institutional differences in the two
countries.
3. Interview and conversation method – Online interviews were organized with Finnish teachers,
methodologists, and education experts. Through this, direct information was obtained about the
approaches used in practice in Finland.
4. Documentary analysis – The reports, normative documents, and recommendations published
by the Finnish National Agency for Education (EDUFI), OECD, and other international
organizations on gifted students were taken as a basis.
5. Case study – The methods used in educational processes were observed and analyzed using
the experience of some schools and colleges in the cities of Jyväskylä and Helsinki, Finland.
Research base:
The following sources were selected as the main database during the research:
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
780
Documents of the Finnish National Agency for Education (EDUFI);
OECD and UNESCO reports on education;
Websites and digital platforms of Finnish educational institutions;
Documents of the Ministry of Higher Education, Science and Innovation of the Republic of
Uzbekistan.
Factors such as the use of digital technologies, encouraging independent research of students,
and supporting the continuous professional development of teachers are important in increasing
the effectiveness of this system. Approaches in the Finnish education system are not only
focused on curricula, but alsoschool culture and socio-psychological environment, which play an
important role in supporting gifted youth.
The Uzbek education system is also currently implementing significant reforms to identify and
support gifted students. At the same time, based on the experience of Finland, the following
proposals and recommendations can be put forward:
Improvement of diagnostic tools for early identification of gifted students;
Development of teachers' skills in working with gifted youth through special training and
advanced training;
Creation of individual learning paths using digital technologies;
Integration of psychological and pedagogical support services into the school system;
Introduction of pilot programs in schools in Uzbekistan based on advanced foreign experience.
Data processing:
The collected data were grouped by topic and summarized using the content analysis method by
coding within the topic. Brief statistical data were displayed in diagrams. In order to ensure the
scientific validity and reliability of the study, several types of empirical and theoretical materials
were analyzed. In particular, the differential approaches used in the educational process in
Finland, the STEAM approach, socio-emotional support systems, as well as digital assessment
and monitoring platforms (for example, Wilma, Qridi) were studied.
The study also analyzed data on the activities of some specialized schools in Uzbekistan
(Presidential schools, academic lyceums for gifted students) and studied their comparative
aspects with the Finnish experience.
The stages of data collection included the following:
Stage 1: Collection and classification of regulatory legal acts, programs and foreign
recommendations;
Stage 2: Collection of data and reports from official websites of Finnish educational institutions;
Stage 3: Comparison of current educational practices in Uzbekistan and Finland;
Stage 4: Sharing experiences with teachers and methodologists working in Finland using an
online questionnaire (via Google Forms).
Analysis methods:
Content analysis - documents, policy decisions and practices were analyzed;
Thematic coding - the main trends encountered in working with gifted students were identified
and divided into codes;
Descriptive statistical methods - percentages, diagrams and matrices were constructed to
summarize qualitative data.
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
781
During the study, adaptation options were also considered, taking into account social and cultural
contexts. This methodological approach serves to develop realistic practical recommendations
for Uzbekistan by comparing two different education systems.
Conclusion. The Finnish education system is considered one of the best practices in the world,
with its innovative, humanistic and person-centered approach. The results of this study showed
that in Finland, systematic, individual and technological approaches play an important role in
identifying gifted students and developing their abilities. In particular, educational institutions
create the necessary conditions for the full realization of each student's potential through early
identification of their talents, development of adapted curricula and the introduction of advanced
pedagogical methods.
References
1. Khusanov, H. O. R., & Xudoynazarova, G. R. (2024). A LOOK AT THE HISTORY OF
MUSIC PEDAGOGY IN UZBEKISTAN. Oriental Art and Culture, 5(3), 269-273.
2. Dostqobilova, M. . (2025). DEVELOPMENT OF FUTURE MUSIC TEACHERS'
ATTITUDES TOWARDS NATIONAL CULTURE THROUGH UZBEKISTAN NATIONAL
MUSICAL
ART.
Young
Scientists,
3(14),
157–160.
retrieved
from
https://inlibrary.uz/index.php/yosc/article/view/88191
3. O'rinovich, X. H. (2023). CLASSIFICATION OF CLASSICAL MUSIC GENRES.Oriental
Art and Culture, 4(3), 259-261.
4.O'Rinovich, H. X. (2022). THE INDIVIDUALITY OF THE PERFORMANCE METHOD OF
THE UZBEKISTAN NATIONAL SINGING ARTIST ORIFKHAN KOTAMOV AND
NATIONAL SINGING. Science and innovation, 1(C3), 52-56.
5.Khusanov, H. (2021). HISTORICAL STAGES OF UZBEK NATIONAL SINGING ART.
Internauka, (22-4), 59-60.
6.Mo'minova, L. R. (2024). ART OF NATIONAL SINGING AND HISTORY OF
HONANDALIYA IN UZBEKISTAN. Oriental Art and Culture, 5(3), 168-173.
7.Mo'Minova, L. R. (2023). TRADITIONS OF COOPERATION WITH COMPOSERS OF
KOMMUNA ISMAILOVA. Oriental Art and Culture, 4(2), 868-873.
8.Mo‘minova, L. R. (2023). TRADITIONS OF COOPERATION WITH KOMMUNA
ISMOILOVA-BASTAKORLAR. Oriental Art and Culture, 4(2), 868-873.
9.Mo‘Minova, L. R. (2023). RESULTS OF FOCUSING ON ART AND CULTURE IN THE
NEW UZBEKISTAN. Economy and Society, (10 (113)-2), 244-247.
10. Isroilova, X. (2023). CONTRIBUTIONS OF FOLKLORE SCIENTISTS TO THE
DEVELOPMENT OF UZBEKISTAN FOLKLORE SCIENCE. Oriental Art and Culture, 4(3),
800-811.
11.Isroilova, X. (2023). ON THE THEORETICAL PROPERTIES OF CEREMONIES AND
RITUALS. Oriental Art and Culture, 4(1), 622-625.
12. Isayev, K. S. (2024). THE ROLE OF THE DIRECTOR IN THE STAGE
INTERPRETATION OF FOLKLORE GROUPS' REPERTORY. Oriental Art and Culture, 5(6),
180-184.
13. Isayev, K. S. (2024). TECHNOLOGIES FOR FORMING MEDIA COMPETENCE OF
FUTURE FOLKLORE PERFORMERS. Oriental Art and Culture, 5(6), 122-126.
14. Isayev, K. S. (2024). ALPOMISH DOSTONI - AS A HISTORICAL CULTURAL
WEALTH OF THE O'ZBEK FOLK MENTAL CREATION. World of Philology, 3(4), 30-35.
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
782
15.Isayev, K. S. (2023). USE OF PROPERTIES AND COSTUMES IN THE STAGE OF
FOLKLORE WORKS. Oriental Art and Culture, 4(6), 185-188.
16.Isayev, K. S. (2023). METHODS OF USING REGIONAL DIVERSATIONS IN
FOLKLORE WORKS. Oriental Art and Culture, 4(6), 189-192.
17.Isayev, K. S. (2022). ETHNIC AND IDEOLOGICAL-ARTISTIC CHARACTERISTICS OF
“ULAN” FROM UZBEKISTAN CEREMONIAL SONGS. Oriental Art and Culture, 3(1), 509-
514.
18.Saidovich, I. K. (2022). THE EPISTLE “ALPOMISH” IS THE HISTORICAL ROOT OF
UZBEKISTAN FOLKLORE SCIENCE. Oriental Art and Culture, 3(4), 761-766.
19.Saidovich, I. K. (2022). STAGES OF HISTORICAL DEVELOPMENT AND REPERTORY
OF FOLKLORE AND ETHNOGRAPHIC COMMUNITIES OF TASHKENT. Oriental Art and
Culture, 3(1), 151-159.
20.ISAYEV, K. FOLKLORE–THE SPIRITUAL FOOD OF THE PEOPLE. Reports of the
Uzbekistan State Institute of Arts and Culture.
21.Shomurodov, Sh. Sh. (2022). THE SIGNIFICANCE AND NECESSITY OF DISTANCE
EDUCATION
IN
FORMING
INFORMATION
COMPETENCE
IN
FUTURE
SPECIALISTS.RESEARCH AND EDUCATION, 161.
22. Shukhratovich, S. S. (2023). TECHNOLOGY OF FORMATION OF INDEPENDENT
CREATIVE THINKING COMPETENCE IN STUDENTS IN EDUCATION.European
International Journal of Multidisciplinary Research and Management Studies, 3(02), 146-150.
23. Shomurodov, S. (2023). ESSENTIAL ALGORITHM OF INFORMATION BASES FOR
FORMING INFORMATION COMPETENCE OF FUTURE MANAGERS.Science and
innovation, 2(A6), 5-10.
24. Shukhratovich, S. S. (2023). TECHNOLOGY OF FORMATION OF INDEPENDENT
CREATIVE THINKING COMPETENCE IN STUDENTS IN EDUCATION.European
International Journal of Multidisciplinary Research and Management Studies, 3(02), 146-150.
