Evaluating Cognitive Growth: Indicators of Actively Open-minded Thinking in Gifted Programs of Al-Ahsa

Abstract

Actively open-minded thinking is a multifaceted construct encompassing flexible, context-independent thought, awareness of personal biases, avoidance of confirmation bias, and the willingness to revise beliefs in light of contradictory evidence. This study evaluated the influence of gifted educational programs in Al-Ahsa, Saudi Arabia, on fostering these skills among students. This study utilized quantitative descriptive survey design. The results indicated that the gifted program significantly enhanced actively open-minded thinking among participating students. Assessment results revealed high overall levels of actively open-minded thinking, with particularly strong performance in the dimensions of belief identification and dogmatic thinking, while flexible and constructivist thinking dimensions showed moderate scores. To further enhance these outcomes, the researchers recommended involving gifted students in the design of interdisciplinary programs that incorporate multiple personality assessments and foster diverse intelligence.