METHODOLOGY FOR DEVELOPING STUDENTS’ ACADEMIC POTENTIAL THROUGH ACCELERATED AND ENRICHED EDUCATION IN PRIMARY EDUCATION

Abstract

The article proposes a methodological model of accelerated and enriched education aimed at developing the academic potential of primary school students with different initial levels of readiness. The model is not limited to pupils pre-identified as gifted; instead, it is designed for the whole class and combines common high-level learning goals with learning trajectories adapted to students’ readiness, pace and cognitive needs. The theoretical analysis supports integrating acceleration, enrichment and differentiated instruction within a single pedagogical system. For empirical verification, the study proposes a longitudinal design from Grade 2 to the end of Grade 4, including a diagnostic–adaptation–development–monitoring cycle, comparison of experimental and control classes, and multidimensional assessment of academic development. As the experiment is ongoing, no final effectiveness claims are made. The principal contribution at this stage is the methodological model, its components and a testable research hypothesis.