Kindergarten Teachers’ Perceptions of the Role of Interactive Digital Games in Developing Executive Functioning Skills in Kindergarten Children

This study used an interpretative qualitative approach to identify how kindergarten teachers think about and practice the use of digital games to develop children’s executive functioning skills (working memory, inhibiting impulses, and thinking flexibly). The study took place in Karbala, Iraq, from January through April 2026. A total of 12 kindergarten teachers who met specific inclusion criteria formed the purposeful sample. Data collection methods included semi-structured interviews (with n = 12), structured observations (four teachers participated in 14 separate sessions), and a focus group (with six participants). Using Braun and Clarke’s thematic analysis procedures, data were coded and analyzed in NVivo 14. Teachers found that digital games are an effective way to develop children’s executive functioning skills if they are paired with active teaching strategies, such as modeling and dialogue. The executive function area where children developed most was working memory. Obstacles to developing children’s executive functioning skills via digital games include crowded classrooms, lack of available digital resources, and time limitations. When embedded in instructional and pedagogically guided strategies, digital games have the potential to improve executive function. Findings emphasize the importance of providing kindergarten teachers with training and strategies for implementing digital game-based instruction in their classrooms.