Eryilmaz, Ramazan2026-01-242026-01-2420242071-1050https://doi.org/10.3390/su162310702https://hdl.handle.net/20.500.12868/4788This study explores the relationship between cultural capital and lifelong learning within the context of sustainable education for gifted students. The research measures the cultural capital, lifelong learning skills, and critical-reading abilities of gifted students and examines whether cultural capital influences their lifelong learning and critical-reading proficiency. Additionally, participants' perspectives on lifelong learning and critical reading were collected. Employing a mixed-methods design, the study synthesizes both quantitative and qualitative data. The quantitative results demonstrate a significant positive correlation between critical reading and lifelong learning skills, with the impact of cultural capital on both variables being supported by qualitative findings. Students with higher levels of cultural capital clearly outperform others in these areas, as reflected in both the quantitative data and qualitative insights. Cultural capital is identified as a significant determinant of students' academic and cognitive abilities. Furthermore, critical-reading skills were found to positively influence students' self-confidence. Based on these findings, it is recommended that support for gifted students be tailored to address individual and social differences. The study underscores the need for educational programs to be restructured to prioritize the development of critical thinking and lifelong learning competencies.eninfo:eu-repo/semantics/openAccessgiftedcultural capitallifelong learningcritical readingsustainable educationArticle10.3390/su16231070216232-s2.0-85211793308Q1WOS:001377816900001Q2