Reality of Graduates of Gifted and Talented Programs in Jordan: A Cross-Sectional Mixed-Methods Study

Abstract

This study examines the academic, career, and social trajectories of Jordanian graduates of gifted and talented programs (2010–2019), with particular emphasis on life satisfaction and post-program outcomes. An explanatory sequential mixed methods design was employed. A total of 372 participants completed an electronic questionnaire integrating quantitative and qualitative components. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis supported by MAXQDA. Findings reveal strong academic attainment, with 82.4% of participants holding bachelor’s degrees, primarily in medical and engineering disciplines, and demonstrating high levels of labor market integration. Personal and organizational skills were identified as the strongest predictors of academic and career outcomes. Civic engagement remained limited (33.1%), while life satisfaction was reported at a moderate level. Transition barriers were also moderate, predominantly linked to institutional factors such as insufficient career guidance and weak support networks. Qualitative analysis identified four interrelated themes: educational experiences, developmental gaps, systemic constraints, and outcomes. Although gifted programs effectively support individual development, the translation of this potential into long-term outcomes is influenced by structural and contextual constraints. Strengthening career guidance, integrating social and leadership development, and enhancing institutional–labor market linkages are essential to sustain talent development.