Enhancing Executive Functions to Improve Academic Achievement in School-Aged Children: A Systematic Review of Educational, Cognitive, and Digital Interventions

Abstract

Executive functions (EFs) have emerged as a critical focus of educational and cognitive research due to their strong association with learning, self-regulation, and academic achievement. Growing recognition of the role of executive functioning in educational success has led to increasing interest in interventions designed to strengthen these cognitive skills within school settings. Executive functions (EFs) are higher-order cognitive processes that support goal-directed behavior, self-regulation, and adaptive learning. Increasing evidence suggests that EF skills, including working memory, inhibitory control, and cognitive flexibility, play a fundamental role in children’s academic development. The present study provides a systematic review of empirical research examining educational interventions targeting executive functions and their effects on academic achievement in school-aged children. The review followed the PRISMA 2020 guidelines. A systematic literature search was conducted in Scopus, Web of Science, ERIC, PubMed, and PsycINFO for studies published between 2010 and 2025. Studies were included if they examined school-based or educational interventions designed to enhance executive functions and reported academic outcomes such as reading, writing, or mathematics performance. Following screening and eligibility assessment, the final sample of studies was synthesized using a qualitative narrative approach. The findings revealed three primary categories of interventions: cognitive training programs targeting executive control processes, classroom-based instructional approaches emphasizing self-regulation and metacognitive strategies, and technology-assisted interventions utilizing digital learning environments. Across the reviewed studies, improvements in executive functioning were frequently associated with enhanced academic outcomes, including reading comprehension, mathematical reasoning, and classroom engagement. However, the magnitude of academic transfer effects varied across intervention types and research designs. Overall, the evidence suggests that executive function interventions can contribute to improved academic performance when integrated into structured educational contexts that support the transfer of cognitive skills to learning tasks.

Keywords: executive functions; academic achievement; cognitive training; self-regulated learning; educational interventions; systematic review.

DOI: 10.7176/JEP/17-6-01

Publication date: June 30^th 2026