Integrating Game-Based Learning into Preschool Education for Sustainability: Preservice Preschool Teachers’ Experiences and Perspectives
Year: 2026
Type: article
Abstract: The importance of Education for Sustainability (EfS) in shaping values and fostering responsible sustainable behaviour has been acknowledged from the early years of education. Our research explores Preservice Preschool Teachers’ (PPTs) perceptions of using game-based learning (GBL) activities to teach EfS, and the impact of designing and delivering such activities on their confidence in teaching EfS. The research used qualitative methods. Data were collected from 12 university students, who developed and implemented GBL activities for preschool children on Monachus monachus. Preservice teachers participated in a group interview and filled reflective reports to describe their overall experience. A reflexive thematic analysis was performed using NVivo software. Outcomes indicate that participants appreciate GBL as an effective pedagogical approach in preschool education, given that it is appropriately and pedagogically designed. Participation, emotional engagement and understanding of complex sustainability concepts emerged as benefits from the involvement in GBL activities, both for the children and for the preservice teachers. Other benefits for the research participants concerned the development of their classroom adaptability, collaboration skills, reflection and confidence. Authentic, collaborative experiential approaches in teacher education and actual teaching opportunities can effectively empower preservice teachers’ confidence to teach about sustainability.
Source: Sustainability
DOI: 10.3390/su18105055
Institution: Frederick University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,896
OpenAlex ID: W7161625855