Playful minds, powerful teaching: how play prepares future educators

Playful pedagogy is often underutilized in higher education and is frequently regarded as an enjoyable enhancement rather than an essential teaching philosophy. Despite research demonstrating that play can enhance learning, its application in higher education remains limited. This study explores the experiences of 24 preservice teachers in the early childhood and elementary education program with play in academic settings by using the Playful Mindset Survey and conducting focus group interviews. The results reveal the preservice teachers’ perceptions of play-based learning, its importance for future instruction, anticipated challenges, and strategies for implementation. Preservice teachers highlighted the role of play as an effective engagement tool that fosters community and curiosity within the classroom. They also recognized the potential of play to support academic learning, reduce student anxiety, and enhance memory retention through interactive and meaningful experiences.