Abstract

The transition from academic environments to meaningful careers presents distinctive challenges for gifted children, whose multiple talents and high personal expectations can paradoxically complicate career planning. Although their intellectual abilities are well recognized, the role of non-cognitive factors in preparing them for successful professional lives remains underexplored. This review examines the dynamic relationship between two key psychosocial attributes, emotional intelligence and self-efficacy, and their combined contribution to career readiness among gifted youth. Methodologically, this study synthesizes findings from a total of 10 recent articles in high impact journals, identified through comprehensive searches of Scopus and Google Scholar. The analysis reveals that emotional intelligence, especially strengths in empathetic communication and emotional regulation, establishes a critical foundation for development. These skills directly strengthen a gifted student’s confidence in making career decisions and overcoming vocational obstacles. Moreover, self- efficacy appears to function as a mediating mechanism, helping translate emotional competencies into practical career preparedness actions such as proactive exploration, goal setting, and resilience amid setbacks. These insights carry significant practical implications. To adequately support career readiness in gifted learners, educators and counsellors should look beyond conventional academic advising. A more integrated approach that combines explicit training in emotional skills with structured opportunities to practice and strengthen confidence in decision making is essential. Such holistic preparation can empower gifted children to channel their diverse potentials into purposeful and satisfying career trajectories.