Early talent discovery and sustainable nurturing.

Not all students develop at the same pace. For exceptionally gifted students, following a fixed-age curriculum may not always be enough to unlock their full potential. However, is accelerated learning the optimal solution?

Teacher Tran Quang Hung received a Certificate of Commendation from the Minister of Education and Training for his outstanding achievements in training Vietnamese students to compete in the International Mathematical Olympiad in 2025.

Drawing on his years of experience nurturing gifted students, Mr. Tran Quang Hung, the fourth Vietnamese person to have his paper selected for the International Mathematical Olympiad, analyzed the opportunities, risks, and necessary conditions for accelerated learning to truly become a suitable and sustainable path to development. At the beginning of the Lunar New Year of the Horse, he granted us an interview.

PV: In your many years of directly teaching and mentoring gifted students, you must have encountered students with exceptional abilities. What are the most obvious signs you've noticed in these students?

Teacher Trang Quang Hung: During my many years of teaching and training gifted students, I have encountered many students whose abilities far exceed the curriculum for their age group. The clearest manifestation of this is not just their quick learning or excellent performance, but more importantly, their way of thinking: they quickly grasp the essence of a problem, are able to ask questions that go beyond the lesson requirements, proactively seek out information, and desire to be challenged at a higher level.

Without proper guidance, these students can easily become bored with studying or lose motivation, despite their great potential for development.

In your opinion, is the current age-based curriculum "hindering" the development of a segment of exceptionally gifted students?

Age-appropriate curricula are necessary to ensure universal and equitable education ; however, for a segment of exceptionally gifted students, this model is not truly flexible. Forcing them to wait until they reach the appropriate grade and age to access knowledge suited to their abilities can reduce motivation and prevent the exploitation of crucial intellectual development stages. The issue is not that students learn faster than the curriculum, but rather that they are not learning at a pace and with the depth of thinking appropriate to their abilities.

Having been an excellent math student and now teaching mathematics at the high school level, how do you assess the proposal to allow accelerated learning at higher grades to avoid missing out on talented students? Is this an opportunity or a burden for students?

In my opinion, the proposed pilot program for accelerated learning could be an opportunity if implemented cautiously, with a clear roadmap and control mechanisms. When properly designed, this model helps talented students develop their full potential. However, if implemented improperly, accelerated learning can easily become a source of pressure, affecting students' psychology and long-term development. Therefore, the important thing is not about speed, but about suitability and sustainability for each individual.

According to you, what are the most important criteria for determining whether a student is eligible to skip a grade? If a student excels in only a few subjects or a particular field, do you think skipping a grade is advisable?

In my opinion, the most important criterion for determining whether a student is eligible for accelerated learning is not grades or temporary achievements, but rather stable thinking ability, self-learning capacity, and psychological and social readiness. If a student excels only in a few subjects or a specific area, comprehensive accelerated learning may not be the most suitable option. In such cases, accelerated learning by subject, specialized classes, or personalized programs would be safer and more effective.

Teacher Tran Quang Hung presents awards to encourage students. Photo: Provided by the interviewee.

Many experts are concerned about how, if this model is implemented, it will prevent the pursuit of achievement at all costs, putting pressure on students, or forcing them to skip grades when they are not truly ready.

To avoid the pursuit of academic achievement or putting excessive pressure on students, an objective, multi-tiered, and long-term evaluation mechanism is needed, rather than relying on a single exam or the subjective will of adults. Accelerated learning should be seen as an option based on the student's needs and readiness, not a mandatory goal imposed by the school or family. Simultaneously, a mechanism is needed to allow students to adjust or revert to a more suitable learning path if they find it unsuitable, without facing negative evaluation.

How should the roles of teachers, schools, and families be defined in the process of monitoring and supporting students who are skipping grades?

In the process of monitoring and supporting students who skip grades, the roles of each party need to be clearly defined. Teachers are responsible for professional assessment, monitoring learning progress, and providing academic counseling. Schools are responsible for developing flexible programs, ensuring a safe learning environment, and managing risks. Families play a supportive role, listening to and protecting students' mental health, avoiding imposing expectations. Close cooperation and mutual respect among these three elements are crucial for the successful implementation of the accelerated learning model.

Based on your years of experience in nurturing gifted students, what suggestions do you have for identifying and developing talent while ensuring the holistic development of students?

In my opinion, to both identify and nurture talent while ensuring the holistic development of students, a flexible educational ecosystem needs to be built. Talent identification should be done early and continuously through long-term learning, not solely based on exams.

Furthermore, it is necessary to strengthen in-depth programs, research, and academic experiences for gifted students, while paying special attention to character education, social skills, and mental health. A talented student can only develop sustainably when nurtured harmoniously in both intellect and character.

Thank you very much, teacher!

Mr. Tran Quang Hung is currently a teacher at the High School for Gifted Students in Natural Sciences , Faculty of Natural Sciences, Vietnam National University, Hanoi. At the 2025 International Mathematical Olympiad (IMO), one of the six problems in the exam was by Mr. Hung. This marks the fourth time Vietnam has had a problem included in the IMO, the most recent being nearly 40 years ago.

Thu Huong

Source: https://daidoanket.vn/phat-hien-som-tai-nang-nuoi-duong-ben-vung.html