Understanding Talent Identification and Cultivation in Türkiye and the Middle East: Cultural, Social, and Developmental Perspectives

Received: 19/05/2026 - Accepted: 01/06/2026 - Published: 30/06/2026

Abstract

Talent can cherish with access and equity in education, but it is lost under conditions of systemic inequality or under mismanagement of identification and management. How can the developing countries cherish talent by designing proper rare talent identification and cultivation programs? This is a largely policy question that needs sociological study. This is why this paper first asks how rare talent is defined, culturally framed, identified and cultivated? To answer this major research question, the paper first reviews the definition of rare talent in current literature, investigates what “rare” means, what “talent” represents in a specific context. Then considering the issues of access and equity in building talent development policies, it examines how literature looks at the psychological, cultural and structural determinants of talent identification and cultivation.  Noticing the gap between psychological and sociological approaches to rare talent identification and cultivation, this paper aims to bridge this gap by proposing a multilayered model. This model conceptualizes talent not as an innate ability, but as social product evolved in the course of dynamic interaction between personal abilities, cultural and structural dynamics at macro and micro level. This paper also integrates empirical case studies of Mahir and Atakan from Türkiye to exemplify how talent development process is shaped by structural factors, cultural framing and national policies. Mahir’s case shows that talent emerging in a disadvantaged context can remain hidden or flourish within talent-friendly ecosystems. Atakan’s case shows the importance of cultural validation of talent and ethical values exposing it to public in both conventional and social media. The paper operatizes the socio-cultural model to formulate policy recommendations for developing countries. Social equity, sustainability and cultural sensitivity combined with inclusive educational systems can be functional to identify, develop, and retain rare talent.