Interdisciplinary micro-challenges for the cognitive flexibility of Basic General Education students

In Ecuador, the General Basic Education (EGB) curriculum promotes the development of skills with performance criteria and interdisciplinary projects; however, evidence regarding specific strategies for fostering cognitive flexibility remains limited. This article aimed to analyze the potential of interdisciplinary micro-challenges brief, playful, short-duration activities that integrate content from different subject areas as a strategy for stimulating and enhancing cognitive flexibility among EGB students. A documentary review methodology was employed, examining studies published between 2013 and 2025 in databases such as Dialnet, SciELO, and Redalyc, as well as official documents issued by Ecuador’s Ministry of Education. The findings indicate that gamified activities, STEAM projects, and short task-switching challenges promote working memory, inhibitory control, and the flexible shifting between rules, producing positive effects on academic achievement and school coexistence. It is concluded that their systematic implementation requires teacher training, protected curriculum time, and instructional materials adapted to the Ecuadorian context.