Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants’ self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.

南澳大利亚 (SA) 的挑战项目采用设计思维 (DT) 方法，是一项创新的专业学习 (PL) 计划，由南澳大利亚独立学校协会 (Association of Independent School of South Australia) 的三位高级教育顾问开发、实施和研究。 AISSA）和弗林德斯大学的一名学者超过三年。目的是支持参与的学校 (n = 27) 改善其高能力学习者 (HAL) 的成果。ChalllenGE 基于设计的研究 (DBR) 项目通过对参与者自我报告学习的归纳定性手动编码分析，为资优教育中的情境化 PL 制定了原则和框架。本文采用 Jen 等人推荐的 DBR 研究报告格式。(2015) 解释了创新的目标和要素，实施环境、每个阶段的描述、结果和经验教训。本研究利用从 DT 方法中获得的见解，有助于扩展对天才教育中有效 PL 的看法。