Executive Functions: Developing New Frameworks for Learners in the Digital Age
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Abstract
This review provides knowledge on executive functions (EF) and proposes practical directions for integrating EF into Thai education in the digital era. It highlights three core EF components: inhibitory control, working memory, and cognitive flexibility as foundational mechanisms for deep learning, self-regulated learning, and 21st-century learner competencies. The review draws on empirical studies from both Thai and international contexts, focusing on EF-related instructional practices in mathematics, physical education, and educational technology. Findings suggest that Thai studies commonly emphasize culturally grounded and socially interactive activities (e.g., rule-based games and collaborative learning), whereas international research more frequently employs structured interventions supported by advanced technologies such as virtual reality (VR), augmented reality (AR), and adaptive learning platforms. Across contexts, converging evidence indicates that sustainable EF development is most likely when EF is embedded within meaningful, cognitively demanding learning tasks rather than trained in isolation. The review, therefore, underscores the potential of integrated learning design to advance both EF and learner competencies in the digital age.
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