Navigating Implementation Challenges: Teachers' Insights into the Use of Library- Based Games to Improve Reading Proficiency Among Primary School Pupils

AbstractPurpose: This study examines primary school teachers' perceptions of the challenges and effective strategies involved in integrating library games into reading instruction to enhance pupils’ reading skills. Recognising the potential of gamified learning to improve reading engagement and achievement.Methodology: This research investigates the practical challenges faced by teachers when implementing library games. It identifies the types of educational games available and explores teachers' perceptions of including school library educational games in the reading development of primary school pupils. Using a mixed-methods approach, including surveys and semistructured interviews, it highlights the challenges encountered. It offers strategies to enhance the inclusion of school library educational games in supporting the reading progress of primary school students.Findings: Findings revealed common challenges, including limited resources, time constraints, and a need for adequate professional development. Teachers identified effective strategies, including collaborative planning with librarians, integrating games into existing lesson plans, and utilising games for differentiated instruction. The study highlights the importance of addressing implementation barriers through targeted support and professional development to maximise the benefits of library game-based learning for primary reading development.Recommendation/Conclusion: Ultimately, this research provides valuable insights for educators and librarians seeking to enhance reading instruction through the strategic integration of school library-based games