Instrumental Enrichment in learners with learning difficulties: a scoping review of cognitive, non-cognitive skills, and executive functioning outcomes

The Instrumental Enrichment (IE) programme, grounded in the concept of mediated learning, has been implemented internationally across all educational levels, yet its diverse impacts remain underexplored due to the predominant focus of existing literature on outcomes relating to intelligence. This study aims to catalogue literature that identifies both cognitive and non-cognitive skills as well as executive function behavioural changes in learners with learning disabilities who have been exposed to IE within their academic context. A scoping review was undertaken employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram. The search yielded 2007 records, of which 783 were screened at abstract level using predetermined inclusion and exclusion criteria. 56 records were eligible and read at full text level. Data was extracted from 22 studies. This scoping review shows the potential of dynamic interventions like IE in improving cognitive and non-cognitive skills and executive functioning behavioural changes for learners with diverse needs. This is influential within the field of education, as continued research and implementation of these methods are critical in addressing global educational challenges, allowing insight into how learners learn and providing educators with better teaching strategies and implementing enhanced learning environments.