Expression of talent indicators in university professional training in the spanish context

Abstract

This study analyzes the expression of talent indicators in university professional training in Spain, adapting a Cuban methodology to the Spanish context. The issue lies in the lack of differentiated strategies to identify and support talented students, which limits their potential and complicates the implementation of personalized approaches in higher education. The research adapts and evaluates the methodology proposed by Pérez (2005), ensuring its relevance within the Spanish university system and contributing to the improvement of identification and support processes for talent. The qualitative approach develops across three phases: analysis of regulations and conceptions of talent in Spanish universities, adaptation of the Cuban methodology, and application to contrast the expression of indicators in both contexts. The findings highlight that university talent is multidimensional, integrating cognitive abilities, creativity, motivation, self-regulation, and social skills. Differences and similarities between both educational systems are identified, emphasizing the need for support structures and teacher training to optimize talent detection and development. The study concludes that the adapted methodology is valid and flexible, providing a framework for implementing inclusive and personalized strategies that enhance higher education and the professional growth of talented students.