Serious Video Games as a Strategy for Teaching and Learning the Sustainable Development Goals (SDGs) in Primary and Secondary Schools in Colombia

Abstract

The adoption and learning of the Sustainable Development Goals (SDGs) of the 2030 Agenda represent a global challenge, particularly demanding innovative approaches in education systems capable of integrating social, political, environmental, and economic factors. However, in developing countries like Colombia, the teaching and learning of the SDGs is addressed in a scattered, fragmented, and disconnected manner, lacking integration with Industry 4.0 technologies. This creates a series of gaps that reduce the educational potential and limit comprehensive knowledge of the SDGs in educational institutions. In this context, serious games emerge as a promising avenue for addressing these gaps. To develop a serious game as a strategy for teaching and learning the SDGs and to implement it in schools in Colombia. This study employed a mixed-methods research approach with a correlational design from a constructivist perspective. Initially, patents and scientific literature were analyzed to identify trends, gaps, and effective strategies for teaching the SDGs. Based on this analysis, a gamified strategy was designed, which materialized in the development and implementation of the serious game Save the Earth. The strategy was implemented in three Colombian educational institutions, with the participation of 25 teachers and 60 students from rural and urban areas. The intervention demonstrated that the strategy fostered the appropriation of the SDGs and early reflection on personal and environmental behavior. The findings reveal that the implementation of a teaching and learning strategy that uses serious games as a pedagogical tool strengthens the appropriation of the SDGs in complex educational contexts. The use of Save the Earth offers a viable solution, improving student participation and awareness through interactive and reflective learning experiences.