Objectives/Goals: This study investigates how VR-based Episodic Future Thinking (EFT) training enhances prospection and self-regulation mechanisms in children with ADHD by engaging neural processes of future-oriented planning within ecologically valid virtual contexts. Methods/Study Population: This randomized controlled trial included 80 typically developing children aged 4–10 years, randomly assigned to a VR intervention group (n=40) receiving 10 days of gamified Episodic Future Thinking (EFT) combined with conventional executive function training, or an active control group (n=40) receiving only conventional training. Intervention efficacy was evaluated using pre- and post-tests with five standardized measures: the Behavior Rating Inventory of Executive Function (BRIEF), grade-specific Executive Function Assessment Scales (Grades 1–3 or 4–5), Children’s Executive Functioning Inventory (CHEXI), Achenbach Child Behavior Checklist (CBCL), and Vanderbilt ADHD Diagnostic Rating Scale (VADRS). Results/Anticipated Results: Mixed-design ANOVA revealed that the VR-EFT intervention significantly enhanced cognitive and emotional regulation, while traditional training showed advantages in behavioral control and planning, reflecting the dual-system nature of executive functions. BRIEF and EFAS results were consistent, showing significant gains in inhibition, emotional control, planning, and working memory (η²=0.06–0.17). CHEXI indicated that the VR group improved in working memory and regulation, whereas the control group performed better in behavioral-level planning and inhibition. CBCL and Vanderbilt results showed reduced aggression, hyperactivity, and oppositional symptoms (η²=0.056–0.138), highlighting VR-EFT’s efficacy in enhancing self-regulation and reducing externalizing behaviors. Discussion/Significance of Impact: Findings suggest that VR-based Episodic Future Thinking (EFT) training effectively strengthens children’s cognitive–emotional executive functions and self-regulation. By integrating future-oriented cognition into intervention models, it provides a novel, evidence-based approach to enhancing executive development.