Comparison of the 21st Century Skills and Climate Literacy: A Study on the Gifted and Undiagnosed Gifted Secondary School Students

The purpose of the study was to compare the 21st century skills and climate literacy skills of gifted and undiagnosed gifted secondary school students. The survey model, one of the quantitative research methods, was utilized in the study. The study was implemented with a total of 376 secondary school students, 183 of whom were gifted and 193 of whom were undiagnosed gifted, who were selected through the model of convenient sampling. "Personal information form," "climate literacy scale," and "21st century skills scale" were all used as data collection tools in the study. For the analysis of the data, descriptive statistics, independent sample t-test and regression analysis were used. As far as the results obtained from the study are concerned, it was revealed that there was a significant difference in favor of the gifted students in terms of the sub-dimensions of the 21st century skills scale and the gender variable in general. Similarly, it was also found that there was a significant difference in favor of the gifted students regarding the general climate literacy scale and in terms of the sub-dimensions, between the groups and by the gender variable. Furthermore, the study results revealed that while the 21st century skills and the giftedness diagnosis status had a significant effect on the climate literacy, it had no regulatory effect. Keywords: 21st century skills, climate literacy, gifted students, secondary school students