Cognitive Demands of Digital Instruction: Teacher Understanding of Executive Function in Technology Enhanced Learning Environments

Technology-rich learning environments in which students use digital devices such as laptops and tablets may over-task students’ executive functions (EF). However, limited research has examined how well teachers understand these demands or recognize EF-related challenges in digital learning contexts. This study investigated U.S. K–12 teachers’ familiarity with EF, their perceptions of its importance compared to academic and technology-specific skills, and their ability to identify behavioral indicators of executive dysfunction in classroom scenarios involving personal digital devices. A national sample of 408 teachers completed an online survey. While the majority reported some familiarity with EF, many struggled to accurately identify executive dysfunction (EdF)-related behaviors. Teachers rated EF skills as more critical for student success in digital learning than either technology-specific or general academic skills. These findings point to a gap between teacher perceptions and applied knowledge of EF, with implications for both preservice teacher education and in-service professional development. Embedding EF awareness into teacher preparation may strengthen educators’ ability to design and facilitate cognitively supportive, technology-rich learning environments.