Educational Effects of the ASEAN+3 Science Gifted Student Camp and Teacher Workshop: A Focus on Participant Satisfaction, Program Perceptions, and Student Competency Changes

Abstract

This study examined the educational effects of the 14th ASEAN+3 Science Gifted Student Camp and the 16th Teacher Workshop (2024) under the theme “The Role of Science in Responding to Natural Disasters.” Data were collected from 132 participants (95 students and 37 teachers) from 13 countries using pre- and post-surveys based on the PISA 2018 competency framework and open-ended responses, and analyzed using a mixed-methods approach. Overall satisfaction was high (students: 4.54; teachers: 4.57 out of 5), particularly regarding international networking and intercultural understanding. Key indicators, including self-efficacy and awareness of global issues, and enjoyment and motivation toward science learning, showed significant improvement (p < .05), whereas no significant changes were found in affective factors such as perspective-taking and adaptability, likely due to the limitations of a short-term program. Qualitative analysis highlighted the need for structured collaboration strategies to reduce language barriers and for a semi-structured inquiry model to enhance the feasibility of experimental design. This study provides empirical evidence for the outcomes of international science gifted education in Asia and offers implications for fostering global competencies.