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[Towards transformational high intellectual ability: ethical regulation].

Sylvia Sastre-Riba1

  • 1Departamento de Ciencias de la Educación, Universidad de La Rioja, Logroño, España.

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|February 16, 2026
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Summary

High intellectual ability (HIA) is redefined to include social responsibility. Educating ethical regulation in gifted students fosters transformational potential for societal benefit.

Keywords:
High Intellectual Ability (HIA)critical thinkingethical regulationethical sensitivitytransformational HIAwisdom

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Area of Science:

  • Psychology
  • Education

Background:

  • High intellectual ability (HIA) is traditionally focused on personal achievement.
  • A new perspective incorporates a transformational dimension, emphasizing social responsibility and ethical regulation.
  • Gifted students show early ethical sensitivity, but academic success doesn't guarantee social responsibility.

Purpose of the Study:

  • To redefine High Intellectual Ability (HIA) by integrating its transformational aspects.
  • To explore the role of ethical sensitivity in the transformational expression of HIA.
  • To highlight the necessity of educating executive and ethical regulation in gifted individuals.

Main Methods:

  • Comparative theoretical review of scientific articles.
  • Integration of empirical findings from prior research on HIA and ethical development.

Main Results:

  • HIA should encompass both individual achievement and transformational, socially beneficial behaviors.
  • Ethical sensitivity is a key component in channeling high potential towards positive social impact.
  • Education must focus on executive functions and ethical regulation for transformational HIA.

Conclusions:

  • Redefining HIA to include transformational potential is crucial for addressing 21st-century challenges.
  • Nurturing ethical sensitivity and regulation in gifted individuals promotes social responsibility.
  • A holistic approach to gifted education is needed to foster socially beneficial outcomes.