Heterogeneity across Australian ICT policies for education of gifted students.

This paper critically evaluates the current status of Information and Communication Technology (ICT) policies for gifted education in Australia, highlighting the lack of a comprehensive understanding and analysis of the heterogeneity across these policies. Despite the increasing recognition of the importance of ICT's importance in meeting the unique needs of gifted learners, there is a dearth of research systematically investigating the variations in policy frameworks, approaches to ICT integration, and their impact on educational outcomes for gifted students. This research problem necessitates an in-depth exploration of the heterogeneous nature of Australian ICT policies and their implications for promoting equitable access and fostering effective educational experiences.