The aim of this study is to explore teachers’ perspectives on mind and intelligence games competitions and to reveal the perceived effects of these competitions on children. A case study design, one of the qualitative research designs, was used in the study. Twelve teachers participated in the study. A semi-structured interview form was used in the study, and the data obtained from the interview form were analyzed using the thematic analysis technique. The findings indicated that students generally prepared for competitions through various methods, including in-class competitions, individual preparation, and home practice. While in-class competitions encouraged competition and teamwork, individual methods supported independent learning skills. Games made significant contributions in social areas such as strengthening social bonds and developing empathy and communication skills. Emotionally, they fostered the development of traits such as self-confidence, emotional regulation, and resilience in facing defeat, but negative situations such as an inability to accept defeat, resorting to cheating, and stress were also observed. The study revealed that staff shortages, insufficient guidance, and limited game diversity hindered the game processes. Additionally, parents’ excessive ambition and intrusive behavior placed emotional pressure on students. Furthermore, the mismatch between games and students’ skill levels, along with age/level differences, were identified as factors that reduced the effectiveness of the process. The findings underscore the importance of incorporating strategic and engaging games, organizing activities in a festive atmosphere, and incorporating emotional support mechanisms. These results highlight the contribution of mind and intelligence games to students’ multidimensional development and emphasize the necessary measures to enhance the process.
Cite this article as: Güneş, A.M. (2025). New approaches in education in the context of mind and intelligence games competitions: teacher opinions. HAYEF: Journal of Education, 22, 0041, doi: 10.5152/hayef.2025.25041.