The PISTA Program: Fostering Competencies in Academically Talented Students Aged 12–14
DOI:
https://doi.org/10.66327/rci.v4i2.74Keywords:
Academic talent, extracurricular activities, PISTA program, STEAM methodology, competenciesAbstract
This study analyzes the impact of the PISTA program on the development of competencies in academically
talented students aged 12 to 14 in Panama, with emphasis on the interaction between the STEAM methodology,
extracurricular activities, and curricular design. A qualitative longitudinal approach with a phenomenological design
was employed. Data were collected through semi-structured interviews with five teachers, three focus groups involving
18 students, and a documentary analysis of qualitative program evaluations. The findings reveal that competencies
such as critical thinking, creativity, collaboration, and self-directed learning are strengthened when the STEAM
methodology is integrated with meaningful extracurricular experiences and a flexible curricular design. Likewise,
participants reported higher levels of motivation, engagement, and ability to apply learning in real-world contexts.
Opportunities for improvement related to curriculum personalization and the alignment of educational experiences
with students’ interests were also identified.The study concludes that, although the STEAM methodology emerges as a
highly influential component, its impact depends on its coherent interaction with the other elements of the program. In
this sense, the findings suggest that integrated educational approaches can significantly contribute to the development
of competencies in academically talented students within Latin American contexts.
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