The fourth annual Griffith University Gifted Education Symposium, held in November 2024, marked a remarkable moment in the field of gifted education, bringing together nearly 300 participants from across Australia, New Zealand, the United States, and Canada in a dynamic virtual environment. This year's symposium, centring on the theme "Gifted Education in Schools," facilitated crucial dialogues between researchers, practitioners, and educators, bridging the gap between theoretical frameworks and practical applications in gifted education. The symposium was particularly noteworthy for featuring Professor Françoys Gagné's final public presentation, offering participants a rare opportunity to hear this distinguished scholar reflect on his professional legacy, including his highly influential Differentiating Model of Giftedness and Talent (DMGT). This historic session provided invaluable insights into the theoretical foundations that have had particular importance in shaping understandings of talent development in Australia over the past four decades. The program for the day reflected the evolving landscape of gifted education, featuring sessions that ranged from cutting-edge applications of Generative AI in gifted education to practical approaches for curriculum differentiation. Dr Michelle Ronksley-Pavia and Professor Chris Bigum's innovative exploration of AI applications in gifted education sparked important discussions about the future of educational technology. Ms Anna Wilson's presentation on leveraging the Australian Curriculum General Capabilities offered practical strategies for classroom implementation, while Dr Rosemary Cathcart's session provided crucial insights into the realities of gifted education in everyday classroom settings. The symposium's online format proved particularly effective in fostering global collaboration, with participants gathering in boardrooms, classrooms, and community venues worldwide. This collective engagement demonstrated the growing recognition of gifted education's importance across the educational spectrum and highlighted the value of accessible professional development opportunities in this field. These proceedings capture some of the wealth of knowledge shared during the symposium, including presentation materials, speaker insights, and supplementary resources. They serve as both a record of this significant event and a valuable resource for ongoing reference and implementation of evidence-based practices in gifted education. The success of the 2024 symposium reinforces Griffith University's commitment to advancing inclusive educational practices and supporting the diverse needs of gifted learners and twice-exceptional learners. As we continue to build upon this foundation, these proceedings stand as a testament to the collaborative spirit and scholarly exchange that characterise the field of gifted education.