Abstract:

Gifted education increasingly relies on enriched, interdisciplinary learning environments that can convert potential into sustained achievement. In this context, school libraries are uniquely positioned to operate as hybrid learning spaces that combine curated information resources, digital tools, makerspace practices, and inquiry-based learning, core elements of STEM enrichment. This study investigates the extent to which Croatian school libraries support gifted students through STEM-oriented activities and knowledge management practices, and identifies key infrastructural and organizational factors that shape implementation.

The study is grounded in developmental and ecological perspectives on giftedness, integrating Renzulli’s Three-Ring Conception of Giftedness, Gagné’s Differentiated Model of Giftedness and Talent (DMGT), and the Schoolwide Enrichment Model (SEM). A national survey was conducted in 2024 among 377 school librarians (approximately 30% of Croatian school libraries). Data were collected via a structured online questionnaire covering program implementation, collaboration patterns, technological readiness, and perceived barriers.

Findings show that 38% of school libraries implement structured and continuous programs for gifted students, while 34% provide occasional activities and 28% report no targeted provision. Systematic collaboration with teachers within formal gifted education teams is rare (7%), suggesting a persistent gap between policy aspirations and school-level integration. Technological infrastructure is significantly associated with sustained program implementation, indicating that material conditions strongly shape the feasibility and continuity of enrichment. The most frequently reported barriers include financial constraints, insufficient equipment, and workload limitations.

The results highlight substantial yet underutilized potential of school libraries as interdisciplinary STEM enrichment hubs. The Croatian case offers a transferable perspective for education systems undergoing digital transformation: strengthening infrastructure, formalizing cross-professional collaboration, and increasing institutional recognition of the library’s educational role can support more equitable and sustainable gifted STEM enrichment.

Keywords:

Gifted education, school libraries, STEM enrichment, knowledge management, educational innovation.