Abstract

This study explores the unique potential of gifted sixth graders in Abu Dhabi, focusing on enhancing their verbal-linguistic intelligence and leadership skills through targeted educational interventions. Recognizing the critical need for specialized programs to support gifted students, this research employs a quasi-experimental design to evaluate the effectiveness of the Integrated Curriculum Model (ICM). Participants included sixth-grade students from two groups: an experimental group receiving the ICM intervention and a control group following the standard curriculum. We collected data using structured questionnaires and analyzed the results using mean, standard deviation, and t-tests to determine statistically significant differences between the groups. Findings revealed that the experimental group showed significantly higher improvements in both verbal-linguistic intelligence and leadership skills compared to the control group, with a significance level of.05. These results underscore the importance of tailored educational strategies in unlocking the full potential of gifted students. The study’s theoretical implications highlight the applicability of Gardner’s Theory of Multiple Intelligences and Burns’ Transformational Leadership Theory in educational settings. Practically, the findings provide valuable insights for educators, policymakers, and parents on the benefits of specialized programs for gifted students, suggesting that such interventions can also positively impact typically developing children. Future research should continue to explore and refine these educational strategies to further support the development of gifted students.