Topical Discussion Gifted Education International 2023, Vol. 39(1) 47–60 © The Author(s) 2022 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/02614294221125555 journals.sagepub.com/home/gei Gifted education and Islamic educational philosophy: A neat convergence Terence Lovat  The University of Newcastle, Australia Abstract The issue of underserved or less visible sub-groups has been the subject of recent research in gifted education. It is a relevant item when considering gifted education germane to Islam and Islamic educational philosophy. This article will focus on the unusual convergence of these two fields of research by exploring distinctive features of Islamic education, ancient and modern, that reflect contemporary perspectives on gifted education. Keywords Gifted education, islamic education, underserved populations, creative intelligence, emotional intelligence, social intelligence, islamic philosophy Introduction The article will begin by exploring changes over the years in conceptions of the limits of the notion of gifted education, most especially focussing on the broadening of definition from singularly cognitive measures (e.g., high IQ) to multiple developmental measures (e.g., creativity, emotionality, sociality, etc.), and furthermore to the notion of “less visible” or “underserved” sub-groups by all developmental measures. The effect of this latest recognition has been in widening the search for individuals and groupings that might have slipped, or continue to slip, through the cracks of earlier conceptions of giftedness through narrow defining of the notion, be it in terms of cognition, creativity, or any other measure. The article will then turn to a review of dominant conceptions of learning criteria to be found in Islamic educational philosophy, ancient and modern, Corresponding author: Terence Lovat, The University of Newcastle, 4 Fernleigh Place, New Lambton Heights, Newcastle, NSW, Australia. Email: terentiusl@hotmail.com