生涯規劃教育對於中學生的未來發展舉足輕重。在香教，生涯規劃教育旨在支援學生按照興趣、能力和志向作出明智的選擇。然而，香港教育局建議的生涯規劃教育活動往往以所有學生為對象，忽略了資優生的特質和需要。在校本多元模式下，學校推行生涯規劃教育的方式各異。職是之故，探討香港高、中、低三個收生組別中學的校本做法有其價值。
為瞭解香港生涯規劃教育在協助資優中學生進行生涯發展的實施狀況和相關策略，本研究通過文獻分析及訪談，並進行三層編碼形成核心主題進行探討。本個案研究的訪談對象為六位生涯規劃教育組的領導者。他/她們分別來自第一、二及三組別的中學，每個組別共兩位領導者。從六位生涯規劃教育統籌的角度，研究員瞭解在不同組別學校如何規劃、實施及評鑑資優生的生涯規劃教育。
本研究發現，除了生涯規劃團隊教師之外，家長和校友在資優生探索生涯發展的過程中所給予的支援和肯定影響甚大。因此，學校應善用家長和校友資源，豐富資優生的生涯發展。另一方面，資優生認知能力及高階思考能力對判斷及抉擇的過程中有正向的幫助。基於以上理由，學校應多加探索有效的教學策略。再者，部分受訪學校以整全的「規劃—實施—評鑑」循環改善生涯規劃教育，並持續發展，值得借鑑。
整體而言，在課堂層面上，學校應運用區分性學習策略以照顧資優生的學習需要。在學校層面上，學校亟需重視生涯規劃教育，並將之納入課程的一部分。要有效推動適合資優生的生涯規劃教育，成立資優教育組及行政部門之間的協作不可或缺，否則，生涯規劃團隊教師將會孤立無援，損害學生的發展。

Career and life planning (CLP) is vital to the development of secondary school students. CLP education supporting students to make wise choice based on their interests, abilities and aspirations is advocated by the Education Bureau in Hong Kong. Yet, most CLP programmes recommended by the Education Bureau are uniform for all students without acknowledging the characteristics and needs of gifted students. As school-based practices prevail in Hong Long, it is worth exploring what and how CLP education can be across different schools.
Through document analysis, interviews and three rounds of coding, this study aims to explore CLP education for gifted secondary school students in Hong Kong. From the perspectives of six CLP leaders across three bandings (high, medium and low ability of student intake) of secondary school, this research examines the planning, implementation and evaluation of CLP education for gifted secondary school students.
It was found that apart from CLP teachers, parents and alumni are most influential significant others in recognizing and supporting the gifted. Also, the high level of cognitive competence among the gifted students assists their decision making. In this connection, CLP curriculum with an emphasis on higher order thinking should be implemented. Thirdly, to enhance sustainable development of CLP education, a holistic planning-implementation-evaluation cycle is in place in some schools.
On the whole, at the classroom level, schools should adopt differentiated strategies to cater for gifted students. At the school level, creating space for CLP education, forming a gifted education team and strengthening inter-departmental collaboration are much needed.

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