This study examines the relevance of the Actiotope Model in the Latin American educational context, especially in the Mexican population, with a focus on educational equity for gifted and talented children. The Actiotope Model, which addresses various socio-cultural factors that influence student development, goes beyond traditional approaches that focus solely on the cognitive aspect.


Educational and Learning Capital in children with and without high intellectual ability is analyzed, seeking to identify and comprehensively assess the needs of these students. The results reveal significant differences between the two groups studied: students with high ability obtain higher scores on various subscales of Educational Capital, excelling in areas such as economic, cultural, social, infrastructural, and didactic aspects. They also show higher scores on the subscales of Learning Capital, including organic, actional, episodic, and attentional aspects.


These findings highlight the importance of considering factors beyond cognitive ability in the educational care of gifted and talented children, and have significant implications for the promotion of equitable educational contexts and the comprehensive development of students. In addition, they demonstrate the viability of ecological models such as the Actiotope in different populations, providing a basis for more comprehensive and up to date educational policies at the international level