Concept mapping is an effective instructional strategy widely used in teaching–learning processes; however, limited research has examined its impact on learners’ executive function. The present study aimed to investigate the effect of concept mapping on inhibitory control, working memory, and cognitive flexibility among secondary school students. A purposive sample of 150 Class IX students was selected and divided into three groups: two experimental groups (Spider Map and Hierarchical Map approaches) and one control group (traditional method), each comprising 50 students. The study employed a pre-test–post-test non-equivalent quasi-experimental design (Jena, 2011). Pre-tests and post-tests were administered to assess executive function components. Data were analyzed using t-tests and ANOVA. The results showed that the experimental groups achieved higher post-test mean scores than the control group, indicating that concept mapping strategies are more effective than traditional methods in enhancing learners’ executive function.