Gifted education has traditionally prioritised cognitive development, while character education has addressed socioemotional and moral formation. Yet, the intersection of these areas is increasingly recognised as essential for nurturing gifted learners capable of both intellectual excellence and ethical responsibility. Building on this growing recognition, this review examines how existing research conceptualises priorities in character education for the gifted across varying educational stages and cultural contexts. Following the PRISMA framework, this study systematically reviewed journal articles published between 2004 and 2025 across three databases (Web of Science, Scopus, and Sage Journals). Sixty articles met the inclusion criteria, comprising 36 empirical and 24 theoretical/conceptual studies. They were analysed according to study type and research design, educational stage, and cultural context, using a combined coding system. The synthesis was organised around three key categories: group characteristics (character strengths), encountered challenges, and proposed solutions and priorities. The synthesis revealed that empirical studies, whether qualitative, mixed‐methods or quantitative, consistently foregrounded performance and intellectual virtues, whereas theoretical/conceptual studies distributed attention more evenly and gave comparatively greater weight to moral and integrative virtues. Gifted learners were found to face recurring challenges, including social and emotional difficulties, perfectionism, curriculum mismatch, and inadequate support systems. Proposed solutions clustered around differentiated instruction, social-emotional learning, mindfulness and well-being practices, external and internal support and the training of supporters. Priorities varied across educational stages and cultural contexts, yet a consistent need emerged for holistic frameworks that integrate cognitive, affective, and behavioural aspects. The review underscores the need for integrative, developmentally sensitive, and culturally responsive models of character education for the gifted.