The current study aims to describe playful intelligence according to a set of demographic variables among gifted students in the schools of First Karkh Directorate—Baghdad. The study used descriptive analytical method on a purposive sample of (100) gifted students (50) males in Rafidain School and (50) females in Al-Dhikaa School their grades were equally distributed between the first and second intermediate grades. A 25-item measurement scale based on Gardner’s theory of intelligence that was subjected to extreme groups analysis and item–total correlations; Cronbach’s alpha reliability coefficient (0.77) was obtained through a rigorous statistical process. The study the research examined three primary variables: gender (male/female), grade level (first/second intermediate), and economic status (good/average). Statistical analysis revealed that the sample’s mean playful intelligence score (49.3400) was significantly higher than the hypothetical mean (46), with a t-value of 4.731 at p < 0.05. Notably, no statistically significant differences were found in playful intelligence scores based on gender (male mean = 49.8200, female mean = 48.8600), grade level (first intermediate mean = 49.1250, second intermediate mean = 49.5385), or economic status (average level mean = 49.4468, good level mean = 49.2453).The implications of these findings are that playful intelligence is stable across demographics for gifted students, suggesting this element of MDIC may be fundamentally tied to giftedness rather than influenced by demographic variables. This study adds to knowledge of gifted education in terms of playful intelligence and offers information that can help educators and policymakers with designing educational strategies best suited for use with matters involving playfulness among the gifted. Among recommendations from the research were to include activities that inspire playful intelligence within gifted education programs, and for future studies to investigate this trait in larger populations and regions.