<![CDATA[Gifted and talented children possess distinctive intellectual and social characteristics that often lead to challenges in developing optimal social interactions. Within Islamic school settings, social development is influenced not only by individual characteristics but also by the implementation of Islamic values that shape students’ social behavior.This study aims to analyze patterns of social interaction development, identify the challenges faced by gifted and talented children, and examine the factors that support or hinder their social interactions in Islamic schools. This study employed a qualitative Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A literature search was conducted across four databases: Scopus, SpringerLink, ScienceDirect, and Google Scholar, yielding 485 articles. Following a rigorous screening and eligibility process, 24 articles met the inclusion criteria and were analyzed using content analysis.The findings indicate that the social interaction development of gifted and talented children is strongly influenced by the synergy among families, schools, teachers, and peers. Major challenges include asynchronous intellectual and social development, limited social acceptance, heightened emotional sensitivity, and insufficient educational services tailored to their needs. Conversely, family support, differentiated instruction, enrichment programs, mentoring, Social and Emotional Learning (SEL), and the integration of Islamic values such as ukhuwah, ta'awun, tasamuh, and akhlaq al-karimah positively contribute to social development. These findings underscore the importance of sustained collaboration among families, schools, and communities in fostering inclusive Islamic educational environments that support the holistic development of gifted and talented children. ]]>
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