<![CDATA[The limited implementation of joyful learning in mathematics classrooms, despite its strong theoretical support, indicates a potential gap between pedagogical ideals and classroom practice. This study aimed to examine prospective elementary teachers’ beliefs about the existence of joyful learning in mathematics instruction, their perceptions of its effectiveness, and their intention to implement it in future teaching. This study employed a descriptive quantitative research design involving 100 prospective elementary teachers from two universities in Indonesia as research participants. Data were collected using an online questionnaire with Likert-scale items and analyzed using descriptive statistical techniques to identify patterns in participants’ responses. The results revealed a clear theory–practice gap: although participants expressed very strong beliefs in the effectiveness of joyful learning (M = 4.67), they perceived its actual implementation in mathematics classrooms as relatively limited (M = 2.55). Nevertheless, the participants demonstrated high self-efficacy and a strong commitment to applying joyful learning in their future teaching practice. These findings suggest that teacher education programs need to provide more authentic learning experiences and practical models of joyful mathematics instruction so that prospective teachers’ positive beliefs can be translated into effective classroom practices.]]>
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