The present study examines Israeli teachers` perceptions of the integration of digital games-based learning (DGBL) into their instruction at different stages of their career. The research methodology is qualitative. The study involved 28 elementary school teachers who were integrating digital game-based learning into their instruction in the classroom. Their semi-structured interviews were transcribed and underwent categorical content analysis.
The findings show that teachers at different stages of their career express different perceptions regarding the integration of digital game-based learning into their instruction. The study identified key characteristics among teachers regarding two elements: patterns of adopting digital game-based learning and implementing digital game-based learning in teaching. Based on those two characteristics, four basic types of teachers were identified. The findings of the study have practical implications for the formulation of policies regarding digital game integration, professional development and teacher training, the development of digital game-based learning in relation to the career stage and the adoption and implementation patterns of teachers.