Rebus-Based Instruction as a Sustainable Pedagogical Approach for Citizenship and Cultural Sustainability: Enhancing Gifted Students’ Learning of Mesopotamian and Anatolian Civilizations

Abstract

This study examined the potential of rebus-based instruction as a visually enriched pedagogical approach for supporting gifted students’ learning of Mesopotamian and Anatolian civilizations. Within the framework of sustainable education, the study focused on instructional practices that promote meaningful learning, active cognitive engagement, and the short-term retention of knowledge, particularly in relation to cultural and historical understanding. A mixed-methods research design was employed. Quantitative data were collected through a pre-test–post-test quasi-experimental design, while qualitative data were obtained through semi-structured interviews. The study group consisted of 18 gifted students enrolled in a Science and Art Center (BILSEM) in Istanbul during the 2024–2025 academic year. Of these, 11 students were assigned to the experimental group and 7 to the control group. The experimental group received rebus-based instruction, whereas the control group was taught using traditional teaching methods. Quantitative findings showed a statistically significant improvement in the academic achievement scores of the students in the experimental group compared with their pre-test scores. Qualitative findings further indicated that rebus-based instruction enhanced students’ motivation, creativity, visual perception, and analytical thinking, while also supporting meaningful learning and short-term recall over a one-month interval. In addition, students demonstrated an improved ability to recall and accurately identify historical civilizations. Overall, the findings suggest that rebus-based instruction may be a promising pedagogical approach for promoting engaging and meaningful learning experiences and for supporting the teaching of cultural and historical knowledge in gifted education.

1. Introduction

Rebus is the representation of a word or syllable with the picture of an object; the name of that object is the word represented as sound, in the sense of a syllable. By combining images and letters, rebuses can convey direct meanings and can be used to inform and educate [1]. In addition to this basic definition, rebus has been defined similarly in different studies. For example, rebus is a multimodal learning material that presents concepts in encrypted form through visuals, letters, and numbers [2,3,4].

It can be defined as attempting to explain a word, idiom, or sentence using visual elements (pictures, letters, numbers, symbols and colors), or as a type of educational puzzle that hides a concept or idiom through images, letters, and symbols and requires multiple mental processes to solve. Vocabulary teaching, which is differentiated by visual and game-based tools such as rebus, increases the permanence of learning by enabling students to learn words in a more fun way [5]. The use of rebus also supports high-level cognitive skills within the framework of Bloom’s revised taxonomy. Students are expected to think at cognitive levels such as analysis, synthesis, and evaluation, which develop both creative and critical thinking skills [6]. Its visual–verbal integrated structure also coincides with the theory of multiple intelligences and cognitive load theory. In addition, its use is increasing in various disciplines and different age groups [7,8,9,10,11,12].

Previous studies have suggested that rebus and similar creative techniques in history teaching make positive contributions to students’ comprehension of abstract and complex contents, especially Mesopotamian (Sumerians, Babylonians, Assyrians) and Anatolian (Hittites, Phrygians, Ionians, Urartians, Lydians) civilizations [13,14]. For this reason, in this study, the theoretical background of rebus-based practices in teaching historical content is revealed, and alternative teaching opportunities for gifted students are discussed.

Today’s educational approaches emphasize creative and interactive teaching strategies that take into account the cognitive differences in students. In this context, it is important to develop methods that foster in-depth learning so that gifted students can use their potential at the highest level [15]. It is known that traditional teaching methods cannot fully respond to the needs of the student group, especially in knowledge-intensive subjects such as social studies [16]. For this reason, the search for alternative teaching techniques has brought up the use of activities, particularly based on visual and symbolic learning in education.

Due to their higher cognitive, affective, and creative potential compared to the general population, gifted individuals may not fully benefit from traditional teaching methods, which may negatively impact their motivation to learn [15,17]. Previous studies have shown that the gifted student group needs more complex, original and multidimensional learning experiences [18,19]. In this context, rebus-based instruction, which focuses on creative thinking, association with visual symbols, and problem-solving, serves as a functional tool for both instructional models that consider individual differences and enriched learning environments that foster cognitive deepening [20,21].

In recent years, rebus-based activities have been used particularly in language teaching and in educational practices designed for gifted students [22,23,24,25,26,27]. It may support more durable learning [4,28,29]. Rebus-based instruction is also compatible with a constructivist view of learning, according to which learners actively construct meaning by connecting new information with prior knowledge through interpretation, association, and problem solving [30,31,32]. In rebus-based activities, students do not merely memorize isolated facts; rather, they interpret visual and symbolic cues, relate them to prior knowledge, and reconstruct meaning through active engagement. In this sense, rebus-based activities may support learning by helping students build meaningful connections between visual cues, verbal forms, and conceptual content. It may support learning by establishing a meaningful context, particularly in vocabulary teaching [33,34]. In addition to traditional expression techniques in history and social studies teaching, the use of symbols and visual-based approaches is especially effective in comprehending abstract concepts and providing permanent learning [35,36]. In this sense, the use of rebus can be considered as an alternative approach in teaching historical subjects such as Mesopotamian and Anatolian civilizations, where students have difficulty relating to mental images. In the present study, geography refers specifically to the role of rivers, environmental conditions, and settlement patterns in the emergence and development of Mesopotamian civilizations, rather than to geography as a separate school subject.

Gifted students benefit more from learning activities that are highly complex, flexible, and stimulate creative thinking skills, in contrast to traditional teaching approaches [15,24]. In this context, symbol-based problem-solving tools, such as rebuses, possess qualities that appeal to this group both cognitively and pedagogically. Gardner’s Theory of Multiple Intelligences [37] argues that individuals have potential in more than one area of intelligence and that these different areas should be activated in the teaching process. Rebus applications support multiple intelligence areas by requiring the use of visual–spatial, verbal–linguistic and logical–mathematical intelligence at the same time [38]. In this respect, rebus offers an effective learning environment, especially for gifted individuals who can think multi-dimensionally.

Renzulli’s The Enrichment Triad Model [39] aims to enable gifted students to produce creative products by encountering real-world problems. The rebus technique not only serves the type I and II activities of this model but also allows for type III productivity if the students create their own rebuses [40]. However, constructivist learning theory is based on the active structuring of knowledge by the individual. During rebus solutions, the student reaches new concepts by using the existing knowledge, which allows him to internalize the information [41]. In this process, it is stated that the student’s active participation, meaning-making skills and cognitive flexibility are supported.

Sustainability has become a central framework in contemporary education, emphasizing the development of instructional approaches that promote meaningful, sustained, and transferable learning [42,43]. Education for Sustainable Development (ESD) highlights the importance of fostering cognitive engagement, critical thinking, and knowledge that can be retained and applied across contexts [43,44]. In this regard, sustainable learning refers to educational processes that support deep understanding and retention over time rather than superficial memorization. Research has demonstrated that visually enriched and multimodal instructional methods enhance cognitive processing and improve memory retention [3,45]. According to Dual Coding Theory, integrating visual and verbal representations strengthens cognitive encoding and facilitates meaningful learning [45]. Such approaches align with constructivist learning theory, which emphasizes active learner engagement and knowledge construction [32,46].

In social studies education, sustainable learning is closely associated with the effective teaching of historical and cultural knowledge. Cultural sustainability emphasizes the preservation and continuity of cultural and historical awareness through educational processes [47]. Teaching historical civilizations such as the Mesopotamian and Anatolian civilizations plays a critical role in developing historical understanding, cultural awareness, and an appreciation of cultural heritage.

Gifted individuals are generally defined as those who demonstrate outstanding levels of aptitude or competence in one or more domains, such as intellectual, creative, artistic, or academic areas, and who therefore require differentiated educational opportunities to develop their potential fully [15,17]. These approaches are particularly important in gifted education, as gifted learners often demonstrate advanced cognitive and visual–spatial abilities that benefit from enriched instructional methods [48]. In this context, rebus-based instruction, which integrates visual and symbolic representations, may serve as a sustainable pedagogical approach that enhances cognitive engagement and supports meaningful learning. Therefore, this study aims to examine the effectiveness of rebus-based instruction in promoting sustainable learning among gifted students.

Although previous studies have examined the use of rebus-based activities in areas such as vocabulary instruction, geography, astronomy, and mathematics, empirical evidence remains limited in several respects. First, few studies have investigated rebus-based instruction in social studies education, particularly in the teaching of ancient civilizations. Second, research focusing specifically on gifted learners is still scarce, despite the need for differentiated and cognitively enriched instructional practices for this group. Third, the literature has not sufficiently examined rebus-based instruction within the framework of sustainable pedagogy, particularly in relation to meaningful learning, short-term retention, and the teaching of cultural knowledge. Therefore, the present study addresses this gap by examining whether rebus-based instruction can support academic achievement, learner engagement, and historical understanding in the teaching of Mesopotamian and Anatolian civilizations.

Accordingly, the study was guided by the following research questions:

RQ1. Does rebus-based instruction significantly improve gifted students’ academic achievement in learning Mesopotamian and Anatolian civilizations?

RQ2. How do gifted students perceive the use of rebus-based instruction in terms of motivation, learning, and cognitive engagement?

RQ3. To what extent does rebus-based instruction support sustainable learning and cultural understanding in social studies education?

In this respect, the present study contributes to the literature by providing context-specific mixed-methods evidence on the use of rebus-based instruction in gifted social studies education and by linking this instructional practice to meaningful learning and the teaching of cultural heritage.

2. Materials and Methods

2.1. Research Design

This study employed a mixed-methods research design combining quantitative and qualitative approaches. Quantitative data were used to examine changes in students’ academic achievement, whereas qualitative data were used to explore their learning experiences and perceptions of rebus-based instruction. In the quantitative phase, a pre-test–post-test quasi-experimental design was used to analyze the effects of the instructional intervention through concrete data [49]. The students were assigned to experimental and control groups within the constraints of the existing educational setting. The experimental group received rebus-based instruction, whereas the control group was taught through traditional teaching methods. In the qualitative phase, semi-structured interviews were conducted to gain a deeper understanding of students’ experiences, views, and interpretations regarding the instructional process through descriptive and interpretive analysis [50].

2.2. Study Group

The study group consisted of gifted students enrolled in the Recognizing Individual Talents-1 (BYF1) program (5th grade) at a Science and Art Center (BILSEM) in Istanbul during the 2024–2025 academic year. BILSEM is an educational institution in Türkiye that provides supplementary education for gifted students outside regular school hours. Students are admitted to BILSEM through a multi-stage identification process. A total of 18 students, 8 boys (44%) and 10 girls (56%), participated in the study. Considering the students’ attendance schedules and the institutional organization of the program, one experimental group and one control group were formed. The existing curriculum of the students was not altered during group formation. The implementation was carried out on a voluntary basis in accordance with ethical principles. To protect the confidentiality of the students participating in the study, each student was assigned a pseudonym by the researchers. These pseudonyms were used only in the presentation of anonymized quotations.

The relatively small and unequal group sizes should be considered an important methodological limitation of the study. Because the research was conducted in a naturally existing BILSEM setting and group assignment was constrained by attendance schedules and the institutional program, perfectly balanced groups could not be formed. Accordingly, the quantitative findings should be interpreted as preliminary and context-bound rather than as broadly generalizable evidence.

Table 1. Gender Distribution of the Experimental and Control Groups.

Groups	Gender	N	(%)
Control Group	Male	4	22.2
	Female	3	16.7
Total		7	38.9
Experimental Group	Male	4	22.2
	Female	7	38.9
Total		11	61.1

presents the gender distribution of the students in the experimental and control groups.

In Table 1, the distribution of the experimental and control groups of the students is shown according to the gender variable. There were a total of 7 students in the control group. Of these, 4 were boys (22.2%) and 3 were girls (16.7%). There were a total of 11 students in the experimental group, 4 of them were male (22.2%) and 7 were female (38.9%).

2.3. Data Collection Tools

2.3.1. Quantitative Data Collection Tool

An achievement test was developed by the researchers to measure students’ knowledge of the contributions of Anatolian and Mesopotamian civilizations to common heritage. The test consisted of 10 multiple-choice items, each with four response options and one correct answer. Correct responses were scored as 10 points and incorrect responses as 0 points, yielding a total score ranging from 0 to 100.

The test items were developed in line with the relevant learning outcomes related to the contributions of Anatolian and Mesopotamian civilizations. During the item development process, an initial pool of 15 items was created to represent key historical content, including the Sumerians’ invention of writing, the Lydians’ use of money, the Code of Hammurabi, the Hittites’ contribution to historiography, and the contributions of Anatolian and Mesopotamian civilizations to science, law, and economy. After expert review, the test was revised and reduced to 10 items. To support content validity, the draft achievement test was evaluated by three field experts in social studies education and measurement and evaluation. Based on their feedback, the wording, clarity, and representativeness of the items were revised. In this way, the final form of the test was designed to represent the targeted learning outcomes and to assess students’ basic knowledge of the subject in a clear and content-aligned manner.

Because the achievement test was developed as a brief classroom-based measure aligned with the targeted instructional outcomes, the emphasis in the present study was placed primarily on content validity rather than on broad psychometric generalization. The items were developed in line with the learning outcomes, reviewed by field experts, and organized through a table of specifications to ensure alignment between content and assessment. Given the limited number of items and the small sample size, the quantitative findings should be interpreted cautiously.

The alignment between the achievement test items and the targeted learning outcomes is presented in

Table 2. Table of Specifications for the Achievement Test.

Learning Outcome/Content Domain	Item Number(s)	Focus of the Item
Identifying the Sumerians’ contribution to writing	1	Knowledge of the invention of cuneiform writing
Recognizing the Lydians’ contribution to economy and trade	2	Knowledge of the use of money
Identifying the legal contribution of Mesopotamian civilizations	3	Knowledge of the Code of Hammurabi
Recognizing the Hittites’ contribution to historiography	4	Knowledge of historical writing and tablets
Explaining the role of rivers in the development of Mesopotamian civilizations	5	Geography and settlement awareness
Identifying the Urartians’ contribution to common heritage	6	Knowledge of irrigation systems/infrastructure
Recognizing the Babylonians’ contribution to science	7	Knowledge of geometry and calendar
Identifying the Phrygians’ contribution to agriculture	8	Knowledge of plow-based agricultural practices
Recognizing the founders of the first city-states in Mesopotamia	9	Knowledge of Sumerian political organization
Identifying the Phrygians’ contribution to art	10	Knowledge of weaving as a cultural contribution

.

The table of specifications was prepared to demonstrate the alignment between the achievement test items and the targeted instructional content. As shown in Table 2, the final 10 items covered the main learning outcomes related to the contributions of Mesopotamian and Anatolian civilizations to the common heritage, including writing, economy, law, historiography, geography, science, agriculture, political organization, and art. This distribution was intended to strengthen the content validity of the instrument. The English translations of the 10 achievement test items are provided in Appendix A.

2.3.2. Qualitative Data Collection Tool

A semi-structured interview form was used to collect qualitative data regarding students’ experiences with rebus-based instruction. The interview questions were developed by the researchers on the basis of the literature on alternative instructional methods in social studies education, visual-based learning, and student learning experiences, and were then reviewed by field experts to improve clarity, relevance, and alignment with the purpose of the study. Open-ended questions were prepared to explore students’ perceptions of the learning process, memorability of the content, cognitive engagement, and their views on the possible use of rebus-based activities in future lessons.

The interview form was designed in accordance with the principles of semi-structured interviewing so as to allow students to express their ideas in detail while maintaining consistency across interviews. The final interview form included questions focusing on students’ learning experiences, motivation, perceived memorability, cognitive engagement, and their opinions regarding the use of rebus in future lessons. The English version of the semi-structured interview protocol is presented in Appendix B.

2.3.3. Didactic Proposal of the Rebus-Based Instruction

The didactic proposal developed in this study was designed as a visually enriched instructional sequence for teaching the contributions of Mesopotamian and Anatolian civilizations. The proposal consisted of four stages: (1) introduction of key historical concepts and civilizations, (2) presentation of rebus-based visual–symbolic tasks, (3) student interpretation and production of rebus representations, and (4) discussion and consolidation of historical meanings. The purpose of this sequence was to transform abstract historical content into interpretable visual–symbolic structures that could support attention, recall, and active meaning-making. In this respect, the proposal is intended not only as an intervention used in the present study but also as a transferable classroom strategy that may contribute to the improvement of history and social studies teaching, particularly when learners need support in connecting abstract historical content with memorable representations.

2.3.4. Data Collection and Analysis

The data collection process was conducted in two stages. In the first stage, quantitative data were collected through a pre-test–post-test design. The achievement test was administered to both the experimental and control groups before the instructional intervention. In the experimental group, the contributions of Anatolian and Mesopotamian civilizations were taught through rebus-based instructional activities designed to help students interpret historical concepts through visual and symbolic representations. In the control group, the same content was taught through traditional instructional methods. After completion of the instructional process, the achievement test was administered again as a post-test. The post-test was conducted approximately one month after the pre-test.

The purpose of using quantitative data was to examine changes in students’ academic achievement before and after the intervention. Given the relatively small sample size and the unequal group structure, non-parametric tests were considered more appropriate for the analysis of quantitative data. The Wilcoxon Signed-Rank Test was used to compare the pre-test and post-test scores of the experimental group, while the Mann–Whitney U Test was used to compare the post-test scores of the experimental and control groups. Descriptive statistics were also used to present the distribution of scores. The level of statistical significance was set at p < 0.05, and the results were interpreted cautiously in view of the study’s sample-related limitations.

In the second stage, qualitative data were collected through individual semi-structured interviews conducted with students in the experimental group after the instructional intervention. Each interview lasted approximately 20–25 min and was conducted in an environment in which students could express their views comfortably. During the interviews, students were asked pre-prepared semi-structured questions, and additional probing questions were used when necessary to obtain more detailed responses. The interviews were recorded, transcribed, and analyzed through content analysis. To enhance the credibility of the qualitative analysis, the researchers independently coded the interview data, compared their interpretations, and refined the coding scheme through discussion until consensus was reached. Representative quotations were included to support thematic interpretations. The themes and codes were finalized through iterative discussion and consensus among the researchers. Students’ responses were evaluated in accordance with confidentiality principles and reported in line with research ethics.

3. Results

The quantitative findings were first presented through descriptive statistics in order to show changes in students’ achievement levels before and after the instructional intervention. Subsequently, non-parametric tests were used to examine whether the observed differences were statistically significant. Qualitative findings were then presented to provide a deeper understanding of students’ learning experiences and perceptions of rebus-based instruction.

3.1. Results of the Quantitative Data

In this section, the quantitative data obtained within the scope of the research were analyzed, and the findings regarding the students’ achievement levels were presented. The achievement test results indicated an increase in the achievement scores of the students in the experimental group following the instructional intervention. The pre-test and post-test averages of the experimental and control groups are presented below.

According to

Table 3. Pre-test and Post-test Averages of the Experimental and Control Groups.

N	Groups	Tests	X
11	Experimental Group	Pre-test	43.64
		Post-test	68.18
7	Control Group	Pre-test	42.86
		Post-test	60

, the mean pre-test score of the experimental group was 43.64, whereas the post-test mean score increased to 68.18. In the control group, the mean pre-test score was 42.86, and the post-test mean score increased to 60. The statistical analyses indicated a significant improvement in the experimental group and a significant post-test difference between the experimental and control groups in favor of the experimental group (p < 0.05). These findings suggest that, within the limits of this small-scale intervention, rebus-based instruction was associated with improved academic achievement. To determine whether the observed differences between pre-test and post-test scores were statistically significant, the Wilcoxon Signed-Rank and Mann–Whitney U tests were conducted. The results of these analyses are presented in

Table 4. Results of the Non-Parametric Tests.

Comparison	Test	N	Test Statistic	p
Experimental Group Pre-test vs. Post-test	Wilcoxon Signed-Rank Test	11	Z = −4.50	<0.05
Experimental Group Post-test vs. Control Group Post-test	Mann–Whitney U Test	18	U = 68.00	<0.05

.

As shown in Table 4, the Wilcoxon Signed-Rank Test revealed a statistically significant difference between the pre-test and post-test scores of the experimental group (p < 0.05), indicating that students’ achievement improved after the rebus-based instructional intervention. In addition, the Mann–Whitney U Test showed a statistically significant difference between the post-test scores of the experimental and control groups in favor of the experimental group (p < 0.05). These findings suggest that rebus-based instruction was associated with improved academic achievement and may have supported short-term recall and meaningful engagement with historical content.

In addition to the achievement test scores, students’ open-ended responses regarding the civilizations they could identify also showed descriptive improvement from pre-test to post-test. In the experimental group, several students initially provided no response, stated that they did not know the answer, or listed incorrect or misspelled civilization names. After the intervention, students in this group more frequently identified the relevant civilizations accurately and with fewer spelling errors. Although some improvement was also observed in the control group, the responses of the experimental group indicated a broader and more accurate recall pattern. These descriptive observations are consistent with the quantitative findings and suggest that rebus-based instruction may have supported students’ recall and historical understanding.

3.2. Results of Qualitative Data

Analysis of the interviews conducted with the students in the experimental group resulted in six main themes. These themes were identified as “Motivation in the Learning Process,” “Skills Developed by Rebus,” “Cognitive Development,” “Applicability of Rebus,” “Students’ Rebus Experiences,” and “Cultural and Historical Knowledge.” Figure 1 presents the main themes and sub-themes that emerged from the qualitative data analysis.

• Theme 1: “Motivation in the Learning Process”

As a result of the findings, the first main theme became evident as “motivation in the learning process”. The following sub-themes emerged under this main theme “Relief from Monotony”.

• Sub-theme 1.1: “Relief from Monotony”

Students stated that the lesson became more enjoyable with the use of rebus. Regarding this sub-theme, Özge made the following statement: “It was a good experience for me, it was better this way, it was more fun.” Özkan, moreover, conveyed his thoughts with the following words: “We learned by having fun in this lesson. For example, it has become fun with materials such as the morpa campus (mobile education application).” In addition, it has been determined that the concepts were easier to recall. While Ayşe expressed the idea that “It’s not fun when you read and write from a book at school, but I didn’t forget it with this method, it stayed in my mind,” in support of this idea, Sedef explained, “Because it was easier to recall and a little more fun.” In the same way, Selma remarked, “It follows a catchy method that is both fun and reinforcing, and it also makes my mind work harder.” By expressing his opinion, he emphasized the entertaining and instructive aspect of the rebus.

• Theme 2: “Skills Developed by Rebus”

As a result of the findings, the second main theme became evident as “Skills Developed by Rebus”. The following sub-themes emerged under this main theme: “Visual Perception and Imagination, Supporting Creativity”.

• Sub-theme 2.1: “Visual Perception and Imagination”

It was determined that the students made creative products by using their own imaginations throughout the process and developed their visual perceptions by matching words with pictures. Özkan reported, “I think it improves the ability to draw and imagination.” Berrin, furthermore, described the contribution of rebus to imagination as follows: “It strengthens our memory and allows us to use visual perception.” These statements show that students not only absorb information but also visualize concepts and develop their imagination.

• Sub-theme 2.2: “Supporting Creativity”

From the data obtained as a result of the interviews, it was found that the students’ creative thinking skills were fostered. The students emphasized that they produced original ideas and incorporated their own interpretations into the process, and they also indicated that the activities supported more durable learning. Participant Mehmet stated, “When I was drawing Hammurabi, I drew dough (hamur) and added a brother (abi) next to it. It’s still on my mind.”

• Theme 3: “Cognitive Development”

As a result of the findings, the third main theme became evident as “Cognitive Development”. The following sub-themes emerged under this main theme: “Strengthening Memory, Supporting Analytical Thinking”.

• Sub-theme 3.1: “Strengthening Memory”

It has been found that the use of rebus strengthens memory and helps to comprehend information in the learning and teaching process. Yusuf described the situation as follows: “It’s more memorable because we did it in a more fun way.” Özkan, however, explained its influence on memory by stating that “We develop more, and it becomes more memorable.”

• Sub-theme 3.2: “Supporting Analytical Thinking”

With the use of rebus, it was determined that students were able to visualize the concepts in a meaningful way by breaking them down and analyzing the information. Özge explained her analytical thinking approach in the process with the phrase “I comprehended and learned the correct spelling of words while breaking them into syllables.”

• Theme 4: “Applicability of Rebus”

The fourth main theme that emerged as a result of the findings became evident as “Applicability of Rebus”. The following sub-themes emerged under this main theme: “Facilitating the Student’s Understanding, Use in Teaching Difficult Concepts”.

• Sub-theme 4.1: “Facilitating Student Understanding”

It has been revealed that the use of rebus in lessons is effective in concretizing abstract concepts and making them easier to comprehend. It has been stated by the students that the process of learning and teaching has become permanent. Dilek described the situation as follows: “Teachers should use this method. I can understand the subject faster.” Again, Özkan emphasized the aspect of rebus that facilitates understanding and memorability with the phrase “I learned things that I did not hear much at school in more detail here and it remained in my mind thanks to the rebus method.” Nihal, on the other hand, emphasized the effect of rebus on learning with the phrase, “It would be appropriate to facilitate memorability with pictures for students to understand better.” These statements indicate that rebus may facilitate students’ understanding of the subject matter.

• Sub-theme 4.2: “Use in Teaching Difficult Concepts”

The findings suggest that difficult concepts may become more understandable through the use of rebus. Özge emphasized the aspect of rebus that facilitates the understanding of concepts with the phrase “If I were a teacher, I would choose rebus when explaining difficult subjects.”

• Theme 5: “Students’ Rebus Experiences”

As a result of the findings, the fifth main theme became evident as “Students’ Rebus Experiences”. The following sub-themes emerged under this main theme: “Age and Education Level Appropriateness, Risks of Overuse, Vocabulary and Spelling”.

• Sub-theme 5.1: “Age and Education Level Appropriateness”

Interviews show that the use of rebus is structured at an age-appropriate level for the students. In addition, participant Selma expressed her opinion on the need to differentiate the use of rebus in accordance with age levels as follows: “It can be done a maximum of two times in a subject at the secondary school level. But if we do it at the high school level, they may say, ‘Are we kids?’“

• Sub-theme 5.2: “Risks of Overuse”

Interviews revealed that frequent use of rebus would lead to loss of motivation in students. This data reveals students’ needs for differentiated and enriched experiences. Participant Hasan noted, “If it is done too often, it can be boring. It would be better if it was done at different times on different topics.” Participant Özkan also drew attention to the problems that may arise due to time management during the lesson process with the phrase “If it is done in every lesson, there may not be time for the normal lesson, but it should be done.”

• Sub-theme 5.3: “Vocabulary and Spelling”

Interviews revealed that the use of rebus contributes to the correct spelling of concepts and linguistic awareness. By increasing the conceptual awareness of students, it has paved the way for the reduction of spelling errors. Participant Yunus emphasized, “I thought there was a soft g, but there was not. I learned how words are written by breaking them down into syllables.” Another participant, Sedef, remarked, “I learned that Hammurabi is written with two m’s,” pointing out that the use of rebus reduces spelling errors. Participant Ahmet expressed the contribution of the use of rebus to linguistic awareness with the phrase “I put a soldier in the Sumerians, then I added ‘s’. The word Babylonians is still in my mind.”

• Theme 6: “Cultural and Historical Knowledge”

As a result of the findings, the sixth main theme became evident as “Cultural and Historical Knowledge”. The sub-theme created based on this main theme was determined as “Reinforcement of Historical Concepts”.

• Sub-theme 6.1: “Reinforcement of Historical Concepts”

The interviews revealed that the use of rebus contributed to the learning of historical concepts and the understanding of the period. Participant Ahmet explained that he made a connection between the past and the present with his words as follows: “Learning what the ancients did has contributed to this day. I learned about the possibilities of those times.” Participant Dilek, on the other hand, stated that the use of rebus increased the permanence of the concepts and internalized them with the phrase “Information about ancient civilizations remained in my mind.”

4. Discussion

This study examined the use of rebus-based instruction in teaching Anatolian and Mesopotamian civilizations to gifted students within the context of social studies education. The findings indicated that rebus-based instruction was associated with improved academic achievement, stronger engagement with historical content, and positive student perceptions of the learning process. The statistically significant difference between the pre-test and post-test scores (p < 0.05) suggests that this instructional approach may support meaningful learning and short-term recall in this specific educational context. This result is consistent with Dual Coding Theory, which posits that information presented through both visual and verbal channels strengthens cognitive processing and facilitates memory encoding [3,45]. By integrating symbolic and visual representations, rebus-based instruction may provide multimodal learning opportunities that support cognitive engagement and conceptual understanding.

These findings are particularly relevant in the context of gifted education. Gifted students often demonstrate advanced visual–spatial abilities, creativity, and cognitive flexibility, and may therefore benefit from instructional approaches that support diverse cognitive pathways and multiple forms of expression [48,51]. Instructional methods that integrate visual and symbolic representations may activate both visual and verbal cognitive systems, thereby supporting meaningful learning and short-term recall [52]. In this respect, the findings of the present study suggest that rebus-based instruction may address these learner characteristics by engaging gifted students in active interpretation and symbolic reasoning processes.

The findings of this study are also broadly consistent with previous research reporting the educational value of rebus-based instruction in enhancing academic achievement and conceptual understanding. For example, Yeşilbursa and Işıksal [53] found that rebus-based instruction improved students’ academic achievement and conceptual learning in social studies education. Similarly, Seyhan & Delibalta [54] reported that rebus-based activities enhanced students’ cognitive awareness and academic success. Taken together, these studies suggest that visually enriched instructional approaches may support students’ conceptual understanding and facilitate deeper engagement with learning content.

In addition to academic achievement, the qualitative findings indicated that rebus-based instruction enhanced students’ motivation, engagement, and active participation in the learning process. These findings are consistent with previous studies showing that rebus-based activities can increase student motivation and engagement by making learning more interactive and enjoyable [6,22,55,56]. The qualitative findings may also be interpreted from a constructivist perspective, according to which learning becomes more effective when students actively interpret information, connect it with prior knowledge, and construct meaning rather than receive content passively [32,46]. In rebus-based instruction, learners are required to decode symbolic cues, negotiate meaning, and relate visual representations to historical concepts. This may help explain why students described the method as more memorable, engaging, and easier to understand.

Furthermore, the findings suggest that rebus-based instruction may support higher-order thinking skills, particularly creativity and analytical thinking. Students’ ability to design original rebus symbols and establish relationships between visual representations and historical concepts reflects active cognitive processing and creative engagement. These findings are in line with previous research indicating that rebus-based activities may foster creative and critical thinking skills [57,58,59]. In this respect, symbolic interpretation and visual meaning-making may contribute to deeper cognitive processing and more active knowledge construction.

From a sustainability perspective, the findings suggest that rebus-based instruction may support meaningful learning within the framework of sustainable pedagogy. In the present study, sustainable learning is understood as learning that promotes meaningful understanding, active cognitive engagement, and recall beyond immediate instruction rather than superficial memorization [42,43]. The descriptive findings showed that students who were initially unable to identify historical civilizations were more often able to recall and identify them accurately after the intervention. While these findings should not be interpreted as evidence of long-term retention, they do suggest that rebus-based instruction may support short-term recall over a one-month interval. These findings are compatible with the principles of Education for Sustainable Development, which emphasize learner engagement, critical thinking, and meaningful learning processes [44,60].

Rebus-based instruction may also contribute to cultural sustainability by supporting the teaching and communication of historical and cultural knowledge. Cultural sustainability emphasizes the preservation and continuity of cultural knowledge and historical awareness through educational processes [47]. In this study, teaching Anatolian and Mesopotamian civilizations through visually enriched instructional activities appeared to support students’ historical understanding and awareness of cultural heritage. In this respect, the findings point to the potential role of innovative pedagogical approaches in supporting both the cognitive and cultural dimensions of sustainable education. At the same time, the findings should be interpreted with caution. The study was conducted with a small and context-specific sample of gifted students, and the quantitative evidence was derived from a brief achievement measure developed for the instructional content of this intervention. Therefore, the results should not be interpreted as definitive evidence of the superiority of rebus-based instruction across contexts. Rather, they provide preliminary support for the pedagogical potential of visually enriched and symbol-based instruction in the teaching of historical content.

Overall, the findings of this study suggest that rebus-based instruction may be a useful pedagogical approach for supporting academic achievement, cognitive engagement, motivation, and higher-order thinking skills among gifted learners. More specifically, the study extends previous research by showing that rebus-based instruction may contribute not only to student enjoyment and participation but also to meaningful learning, historical understanding, and the teaching of cultural knowledge related to ancient civilizations [3,45,47,61,62]. In this respect, the findings contribute to the literature by positioning rebus-based instruction within the framework of sustainable pedagogy and by highlighting its potential relevance for both cognitive and cultural sustainability in social studies education.

5. Conclusions

This study suggests that rebus-based instruction may function as a promising pedagogical approach for enhancing gifted students’ learning of Mesopotamian and Anatolian civilizations. The findings indicate that the method may support academic achievement, meaningful engagement, and short-term recall by encouraging students to interact with historical content through visual and symbolic representations. In this respect, rebus-based instruction appears to offer valuable potential for gifted education and for the teaching of cultural and historical knowledge. From a theoretical perspective, the study contributes to the literature by linking rebus-based instruction with Dual Coding Theory, constructivist learning, and Education for Sustainable Development. In doing so, it offers a framework for understanding how visual–symbolic learning activities may support both cognitive engagement and meaningful learning.

From a practical perspective, the findings indicate that rebus-based instructional activities can be integrated into social studies education as a low-cost and applicable strategy to support learner engagement, recall, and historical understanding, particularly in gifted education contexts.

Despite these contributions, the study has several limitations. First, the relatively small sample size limits the generalizability of the findings. Second, the study was conducted in a specific educational setting involving gifted students, which may restrict the applicability of the results to other learner groups. Third, although the post-test was administered approximately one month after the pre-test, the study does not provide evidence regarding the longer-term effects of rebus-based instruction beyond this period. Future research should therefore examine the effectiveness of rebus-based instruction across different educational levels, subject areas, and student populations and should employ larger samples and longer follow-up periods.

In conclusion, rebus-based instruction appears to be a promising instructional approach for supporting meaningful learning and historical understanding in social studies education.