The Challenge Cube activity can be flexibly adapted to students’ levels of cognitive flexibility, age, and prior learning experience. Differentiation can be achieved by adjusting task complexity, the nature of the challenges on the cube, and the pedagogical role of rolling the cube in response to a teacher signal.

• Beginners (6-7 years old): – Learners with low flexibility: For students with low flexibility, particularly younger or less experienced learners, simpler and shorter tasks with clearly structured challenges are recommended. Rolling the cube after a teacher signal should be predictable and clearly announced in advance, emphasizing that changing strategies is valuable even when the student is progressing in the right direction. The labels on the cube can be adapted to students’ abilities and the subject content, while the teacher provides active support in interpreting and applying the challenges. At this level, the activity is best implemented in individual or pair work.
• Advanced learners (8-9 years old): – Learners with moderate flexibility: At the level of moderate flexibility, more complex, multi-step tasks can be introduced. Rolling the cube in response to a teacher signal serves to practice consciously interrupting an already functioning solution process and trying an alternative strategy. The cube’s labels may vary by subject or task type. In pair or group work, students work on a shared task while experimenting with different problem-solving strategies and sharing the effects of these strategies with one another, thereby deepening the development of cognitive flexibility.
• Experts (9–10 years old): – Learners with high flexibility: Students with high flexibility can engage with complex, multi-step problems in individual or group settings. Rolling the cube after a teacher signal is used to deliberately reorganize thinking, even when the solution process is progressing successfully. In group work, students intentionally apply different strategies to the same problem, then compare their effectiveness and reflect on how strategy switching contributed to understanding and problem-solving.