TEACHING SUSTAINABILITY IN ECONOMICS THROUGH GAME-BASED LEARNING: AN INTERDISCIPLINARY APPROACH
DOI:
https://doi.org/10.65222/VIRAL.2026.1.2.22Keywords:
Abstract
In the face of escalating global ecological crises and the imperative for sustainable development, the education sector assumes a pivotal role in shaping the cognitive, and behavioral dispositions of future economic actors. This article investigates the transformative potential of game-based learning (GBL) methodologies in fostering sustainability literacy within undergraduate economics education, advancing an interdisciplinary pedagogical framework. Recognizing the limitations of traditional, didactic pedagogies, this study posits that GBL serves as a dynamic catalyst for enhanced learner engagement, critical systems thinking, and applied problem-solving competencies essential for navigating the multifaceted dilemmas of the Anthropocene era. The research contextualizes its inquiry within the evolving educational mandates in higher education institutions worldwide, particularly emphasizing the increasing integration of sustainability goals into economics curricula as mandated by global frameworks such as the United Nations Sustainable Development Goals (SDGs) and the European Higher Education Area (EHEA) reform agenda. By situating the analysis in the Romanian academic landscape, with a focused empirical case study at the Bucharest University of Economic Studies (ASE), the article highlights the specific challenges and opportunities in embedding sustainability education within economics, a discipline traditionally oriented toward growth maximization and market efficiency paradigms.
Methodologically, the article adopts a mixed-methods research design, comprising an extensive bibliographic synthesis of interdisciplinary scholarship on sustainability pedagogy and GBL, coupled with an empirical intervention involving 152 undergraduate economics students at ASE Bucharest. The intervention integrates carefully curated, interdisciplinary game simulations designed to represent real-world economic-environmental scenarios, including resource allocation dilemmas, carbon trading mechanisms, and circular economy strategies. Quantitative data, collected through validated instruments measuring ecological literacy, systems thinking aptitude, and motivational engagement, are complemented by qualitative analyses derived from focus group discussions, reflective essays, and instructor observations.Empirical findings reveal statistically significant improvements (p < 0.005) in students’ ability to conceptualize sustainability as an inherently interdisciplinary construct, negotiate trade-offs between economic growth and environmental stewardship, and develop adaptive decision-making heuristics under conditions of uncertainty and complexity. The study also highlights the affective dimension of learning, where game-based interactions foster empathetic understanding and ethical reflection, thus cultivating a holistic sustainability mindset indispensable for future economists and policymakers.
The article advances a nuanced theoretical model delineating the synergies between GBL, interdisciplinary content integration, and learner-centered pedagogies within the sustainability education paradigm. It critically examines institutional, curricular, and technological enablers and barriers in the Romanian higher education context, offering strategic recommendations for policymakers, curriculum developers, and faculty to scale and sustain innovative teaching practices aligned with global sustainability imperatives.
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