Creative Teaching and ICT Tools in Blended and Traditional Classrooms: Integrating Games and Simulations for Sustainable Development.

Abstract

In the face of global challenges and the increasing need for education supporting sustainable development, innovative teaching methods combined with Information and Communication Technology (ICT) tools have significant potential to transform traditional and blended learning environments. This article explores the integration of games and simulations as educational tools in both conventional and hybrid classrooms to enhance student engagement, critical thinking, and sustainability literacy. Drawing on the principles of Sustainable Development Goal 4 (Quality Education) and Goal 13 (Climate Action), the study demonstrates how digital and analogue game-based learning (GBL), simulations, and immersive technologies such as virtual reality (VR) and augmented reality (AR) contribute to better understanding of complex systems and encourage behavioural change aligned with sustainability objectives.

The paper synthesises findings from empirical studies, theoretical frameworks, and case-based analyses to examine how such technologies can be effectively integrated across educational levels. Blended learning models, in particular, enable educators to combine interactive digital resources with face-to-face pedagogical interactions, creating dynamic, student-centred learning environments. In traditional settings, low-tech simulations and serious board games still offer meaningful ways to convey sustainability concepts and foster collaboration. The effectiveness of these approaches is analysed in relation to cognitive and affective outcomes, including improved problem-solving skills, increased environmental awareness, and motivation to act sustainably.

This review emphasises both the pedagogical benefits and challenges of implementing ICT and games across diverse educational settings. While increased engagement and experiential learning are often viewed as positive outcomes, barriers such as limited technological access, teachers' preparedness, and curriculum integration persist. The article provides practical advice for educators and institutions seeking to adopt these tools in a contextually aware and pedagogically effective manner. Ultimately, the study argues that thoughtfully integrating innovative teaching approaches with ICT-enabled games and simulations can enhance the quality and relevance of education for sustainable development, enabling learners to tackle global challenges with creativity, empathy, and systemic thinking.

 

Introduction

Sustainable Development Goals (SDGs) 4 and 10, as outlined by the United Nations, highlight the importance of ensuring inclusive, equitable, and high-quality education for all, while also aiming to reduce inequality within and between countries. These goals emphasise the transformative power of education in creating a more sustainable and just future (Vallez et al., 2022; Kräusche & Pilz, 2017). SDG 4 specifically recognises education as a vital tool for lifelong learning and empowerment, whereas SDG 10 addresses the structural disparities that hinder equitable access to opportunities. In this context, educational institutions are not merely centres of knowledge transfer but are crucial agents of societal change, responsible for equipping learners with the skills needed to face global challenges such as climate change, poverty, and resource scarcity.

In response to this call, there is a growing need to adopt pedagogical approaches that go beyond traditional lecture-based methods. Creative teaching strategies, those that foster innovation, critical thinking, and student agency, are increasingly regarded as essential for effective sustainability education. These approaches encourage active learning, where students engage in real-world problem-solving, interdisciplinary thinking, and collaborative inquiry. One of the most promising areas in this regard is the integration of Information and Communication Technology (ICT) tools into teaching and learning processes. ICT tools can facilitate access to diverse content, support personalised learning, and foster digital literacy, which is itself a crucial skill in the 21st century (Ferguson et al., 2020).

Among various ICT-enhanced strategies, game-based learning (GBL) has gained significant attention for its ability to make abstract sustainability concepts more tangible and meaningful. Games and simulations, whether digital or physical, provide experiential learning environments where students can explore the complexities of sustainability—such as environmental trade-offs, systemic interdependencies, and ethical decision-making—in an engaging and interactive manner (Gee, 2007; Emblen-Perry, 2018). They also offer a safe space for experimentation, allowing learners to observe the consequences of their actions without real-world risks. This approach can be especially effective in teaching systems thinking and promoting sustainable behaviours.

Therefore, leveraging creative pedagogies that integrate ICT tools and GBL can not only enhance the cognitive and affective aspects of sustainability learning but also empower students to become active participants in shaping sustainable futures. Consequently, educators and policy-makers must recognise the vital role of innovative teaching methods in achieving SDG targets and transforming education into a catalyst for sustainable development.

 

Blended vs. Traditional Classrooms

Blended learning, which merges face-to-face classroom instruction with online components, has become a flexible and increasingly popular educational model across various educational levels. Research indicates that this approach shows comparable, if not superior, effectiveness to traditional, fully in-person teaching when it comes to knowledge acquisition and content mastery (Dankbaar, 2016; Arnesen et al., 2019). One of the main benefits of blended learning is its ability to cater to diverse learning styles and preferences. By combining synchronous and asynchronous methods, students can engage with materials at their own pace while still gaining from structured, interpersonal interactions with peers and instructors.

Furthermore, blended learning environments provide greater accessibility and inclusivity, especially for learners facing barriers related to geography, health, disability, or time limitations. By incorporating digital tools such as learning management systems (LMS), multimedia content, discussion forums, and virtual collaboration platforms, educators can develop personalised and differentiated learning experiences that better meet individual needs than traditional one-size-fits-all approaches. This is especially significant in sustainability education, where complex, interdisciplinary topics benefit from the multi-layered instructional opportunities that blended formats offer.

Furthermore, the blended approach allows for the smooth integration of ICT tools, simulations, and serious games into coursework, offering students opportunities for experiential learning that go beyond the physical classroom. These digital interventions help reinforce theoretical knowledge while encouraging critical thinking, problem-solving, and decision-making skills. Instructors can also use analytics tools embedded in digital platforms to monitor student progress in real time and adapt instruction as needed.

As higher education institutions and schools worldwide continue to adapt to the evolving demands of 21st-century learning, especially following the COVID-19 pandemic, blended learning is increasingly recognised as a resilient and forward-looking model. It not only promotes academic success but also aligns with pedagogical priorities of equity, innovation, and sustainability. Therefore, understanding how to design and implement effective blended learning environments is vital for educators aiming to prepare learners for the complex challenges of a rapidly changing world.

 

ICT Tools, Games & Simulations in Education

PhET simulations, developed by the University of Colorado Boulder, assist in understanding concepts across various branches of science, such as physics, chemistry, and biology, through interactive, inquiry-based learning environments. These simulations allow students to manipulate variables, visualise abstract phenomena, and receive immediate feedback, which encourages deeper cognitive engagement and better retention of scientific concepts (Wieman, 2008; Bryan, 2006). Numerous studies have confirmed their effectiveness in improving learning outcomes, especially when used alongside guided instruction and active classroom discussion. The hands-on, visual approach of PhET simulations also caters to different learning styles and has been particularly successful in addressing gaps in conceptual understanding for students with limited prior experience of scientific experimentation.

Meanwhile, digital game-based learning (DGBL) has become a powerful educational approach for shaping learners’ environmental knowledge, attitudes, and behaviours. By integrating educational content into immersive and interactive game narratives, DGBL enhances motivation, engagement, and sustained behavioural change. Games such as EnerCities enable players to simulate urban development scenarios where they must balance economic, environmental, and social sustainability objectives. These game environments require players to make decisions involving tangible trade-offs, such as managing pollution while expanding energy infrastructure, thereby helping them grasp the complexities of sustainable urban planning (Sinatra et al., 2012; Knol & De Vries, 2011). Such simulations foster systems thinking and cultivate an appreciation of the interconnectedness of real-world sustainability challenges.

Furthermore, integrating gamification and ICT tools into teacher training has demonstrated promising outcomes in encouraging active and reflective learning. University students training to become teachers have responded positively to ICT-mediated gamification strategies, seeing them as engaging and effective for understanding and teaching sustainability concepts. For example, Pegalajar-Palomino and Martínez-Valdivia (2024) found that pre-service teachers regarded gamified approaches as valuable for fostering collaboration, creativity, and problem-solving skills. These methods are increasingly acknowledged as sustainable active approaches that align with the competencies needed for 21st-century teaching, especially in contexts that focus on Education for Sustainable Development (ESD).

 

Integration in Blended and Traditional Contexts

Blended learning models combine traditional face-to-face teaching with online educational components, providing a flexible and dynamic framework for delivering interactive sustainability content. These models use various digital tools such as online laboratories, simulations, virtual experiments, and multimedia resources to increase student engagement and improve conceptual understanding (Oliver & Trigwell, 1999; Driscoll, 2002). Online labs enable learners to carry out experiments virtually, overcoming logistical, financial, and safety issues often linked to physical lab work. Simulations go further by allowing students to visualise complex environmental systems and change variables to observe outcomes, thereby promoting experiential learning that is essential for understanding complex sustainability challenges. Such interactive content helps bridge the gap between theoretical knowledge and real-world practice, giving students hands-on opportunities to explore sustainability concepts in engaging and meaningful ways.

Importantly, these blended learning approaches closely align with challenge-based learning (CBL) frameworks, which emphasise collaborative problem-solving and active student participation in addressing authentic, real-world issues. CBL encourages learners to work in teams to identify sustainability challenges, research underlying causes, propose viable solutions, and reflect on their learning process, thereby cultivating critical thinking, creativity, and communication skills (Gallagher & Savage, 2017). By embedding sustainability topics within challenge-based projects, educators can promote interdisciplinary learning that mirrors the complex nature of environmental, social, and economic systems. The use of blended models ensures that students are supported by both digital and face-to-face resources throughout these processes, allowing for a rich interplay of guided instruction, peer interaction, and self-directed inquiry.

Furthermore, blended learning’s flexibility supports diverse learner needs and contexts, making sustainability education more inclusive. Students can access online materials asynchronously, review simulations multiple times, and participate in virtual discussions, which accommodate different learning paces and styles. This adaptability is especially valuable in higher education and professional training environments, where learners may need to balance multiple responsibilities. Additionally, integrating online labs and simulations into blended curricula enables ongoing formative assessment, offering instructors data-driven insights into student progress and areas needing extra support.

The synergy between blended learning and challenge-based learning also promotes the development of sustainability skills beyond just content knowledge, including systems thinking, ethical reasoning, and collaborative leadership. By engaging with real-world sustainability challenges in a blended environment, students gain an understanding of the interconnectedness of environmental, economic, and social factors, and learn to navigate complex trade-offs and stakeholder interests. This holistic approach prepares learners to become proactive agents of sustainable change in their communities and future workplaces.

Blended learning models that include interactive sustainability content such as online labs and simulations, combined with challenge-based learning methodologies, represent a powerful pedagogical approach. They provide an effective, engaging, and flexible way to equip students with the knowledge, skills, and attitudes needed to tackle the urgent sustainability challenges of the 21st century. As educational institutions continue to innovate and adapt to changing learner needs, these integrated methods are set to play a central role in promoting education for sustainable development.

Case Studies

Circular economy game-based learning in higher education has shown significant promise in increasing students' and communities' awareness of sustainability principles and practices. By engaging learners in interactive simulations where they design and manage systems to minimise waste and optimise resource use, these games foster an understanding of key concepts such as recycling, reusing, and redesigning products and processes. Waite et al. (2024) found that through participatory gameplay, students not only gained a deeper understanding of sustainable production and consumption patterns but also became more aware of their roles as community members who can influence local sustainability initiatives. This experiential approach promotes active learning by enabling participants to test sustainable strategies in a risk-free virtual environment, which encourages critical reflection and the development of problem-solving skills relevant to real-world circular economy challenges.

In addition to circular economy games, the integration of Sustainable Development Goals (SDGs) into game design through Design-Based Learning (DBL) frameworks has proven effective in developing general competencies among students. Maharjan et al. (2021) emphasised that when students actively engage in the iterative process of designing educational games centred on SDGs, they enhance a wide range of skills including creativity, collaboration, communication, and critical thinking. This practical, learner-focused approach boosts engagement and motivation by linking academic content with real-world issues. The process of creating games encourages learners to explore sustainability topics thoroughly while building digital literacy and design thinking skills. Furthermore, the alignment with SDG targets ensures that educational activities are directly connected to global sustainability goals, preparing students to make meaningful contributions to societal transformation.

Furthermore, using immersive 3D virtual world environments in sustainability education significantly enhances students' awareness and skills related to energy use and climate change. Guerra-Mota et al. (2024) demonstrated that virtual worlds offer rich, interactive platforms where students can explore complex environmental systems, simulate energy management scenarios, and observe the effects of climate-related decisions in a controlled yet realistic setting. These environments encourage active learning by facilitating experiential engagement and helping students visualise abstract concepts such as carbon footprints, energy flows, and climate models. The immersive quality of 3D virtual worlds boosts motivation and retention by making sustainability issues tangible and personally meaningful. Moreover, such platforms support collaboration among students, promoting dialogue, negotiation, and collective problem-solving around sustainability challenges.

Together, these innovative approaches—circular economy game-based learning, SDG-focused game design through DBL, and immersive virtual world environments—represent powerful educational strategies in higher education. They offer dynamic, learner-centred methods for enhancing sustainability awareness, developing critical skills, and encouraging active engagement with urgent global challenges. As sustainability education continues to develop, incorporating these interactive and experiential modalities will be vital in preparing students to become knowledgeable and proactive stewards of sustainable development.

 

Pedagogical Benefits & Challenges

The pedagogical benefits of integrating creative teaching methods and ICT tools, including games and simulations, into both blended and traditional classrooms are well documented. One of the main advantages is increased student engagement. Interactive and game-based learning environments capture learners’ attention more effectively than traditional lecture formats, encouraging sustained motivation to explore complex topics such as sustainable development (Gee, 2007). These approaches also foster active learning by prompting students to participate in problem-solving activities, which helps develop higher-order thinking skills. Additionally, such methodologies are effective in nurturing systems thinking, a vital competence in sustainability education, by enabling learners to understand and analyse the interconnections within environmental, economic, and social systems. This holistic understanding can lead to meaningful attitude shifts, as students become more aware of their roles and responsibilities in promoting sustainable behaviours (Emblen-Perry, 2018). Moreover, gamified and simulation-based learning often supports collaborative learning, which enhances communication, negotiation, and mediation skills crucial for tackling real-world sustainability challenges.

Despite these benefits, the integration of ICT tools and game-based methods also brings several notable challenges. A key concern is the high resource requirement to design, implement, and sustain quality digital learning environments. Creating interactive simulations and educational games demands significant investments in technology infrastructure, software development, and ongoing technical support, which can be difficult for some institutions, especially those in low-resource settings. Additionally, effective use of these tools requires comprehensive teacher training and professional development to ensure educators have the necessary digital literacy and pedagogical skills to successfully facilitate game-based and blended learning (Harker-Schuch et al., 2020). Without proper training, the potential of these innovative approaches may not be fully realised, limiting their impact on student learning outcomes.

Another key challenge lies in evaluating the long-term retention and transferability of knowledge and skills acquired through game-based and simulation learning. While immediate engagement and short-term learning improvements are often reported, fewer studies have thoroughly examined how well students retain and apply sustainability competencies over time and across different contexts. Reliable assessment frameworks that measure these aspects remain underdeveloped, making it difficult for educators to gauge the lasting effectiveness of these teaching methods. Furthermore, some educators and students may resist such approaches, preferring traditional instruction or being sceptical of the educational value of games and simulations. Overcoming these attitudinal barriers requires careful change management and evidence-based advocacy.

While creative teaching strategies that utilise ICT tools, games, and simulations offer transformative benefits for fostering engagement, motivation, systems thinking, and positive attitude shifts towards sustainability, they also require substantial resources, targeted teacher training, and robust assessment mechanisms. Addressing these challenges will be crucial to ensuring the scalability and sustainability of these innovative pedagogical approaches across diverse educational settings.

 

Recommendations for Educators

To maximise the effectiveness of sustainability education, educators are strongly encouraged to adopt blended learning models that combine the strengths of both online and face-to-face instruction. Blended models provide a flexible framework where students can engage with interactive online simulations at their own pace, enabling personalised exploration of complex sustainability concepts. These digital activities should be complemented by in-person debriefing sessions, where students and instructors come together to reflect on their experiences, clarify any misunderstandings, and deepen critical thinking through open discussion. This hybrid approach not only supports diverse learning preferences but also fosters a community of inquiry, enhancing both cognitive and social learning outcomes.

Incorporating challenge-based learning (CBL) frameworks is vital to anchor game and simulation activities within authentic sustainability issues. CBL engages students in collaborative problem-solving tasks that mirror real-world challenges, such as climate change mitigation, resource management, or sustainable urban planning. By situating learning in meaningful contexts, students gain not only content knowledge but also transferable skills like negotiation, mediation, and systems thinking. Educators should design or select games and simulations that encourage learners to investigate problems critically, develop creative solutions, and assess potential impacts, thereby aligning educational experiences with the goals of Education for Sustainable Development (ESD).

Furthermore, educators should incorporate immersive digital tools such as PhET simulations, augmented reality (AR), virtual reality (VR), and 3D virtual worlds tailored to the specific subject matter and suitable for the relevant age group. PhET’s interactive science simulations, for instance, can clarify complex scientific phenomena through visual and manipulative features, improving conceptual understanding. AR and VR technologies provide exceptional opportunities for experiential learning by immersing students in simulated environments that mimic real-world sustainability scenarios. Virtual worlds allow for collaborative exploration and negotiation within dynamic ecosystems, giving learners rich contexts for practising decision-making and empathy. It is essential that these tools be carefully adapted to align with curriculum standards, cognitive development stages, and accessibility considerations to ensure all students can fully benefit from their potential.

Additionally, ongoing professional development and support for educators are essential for successfully implementing these recommendations. Training should emphasise building digital literacy, pedagogical strategies for blended and game-based learning, and effective methods for assessing learning outcomes. Institutions should also promote communities of practice where educators can exchange best practices, resources, and innovations related to sustainability education.

By thoughtfully combining blended learning models, challenge-based frameworks, and immersive ICT tools, educators can craft dynamic, engaging, and impactful learning experiences. These approaches not only boost student engagement and understanding but also equip learners with the essential skills needed to tackle complex sustainability challenges in their personal and professional lives.

Conclusion

Creative teaching approaches that successfully integrate ICT tools, including educational games and simulations, have shown notable potential to transform learning experiences and promote sustainability literacy in both blended and traditional classrooms. By utilising the interactive and immersive qualities of digital technologies, educators can encourage deeper engagement among students, motivating them to actively participate in their own learning journeys rather than passively absorbing information. This heightened engagement is essential for addressing complex and often abstract sustainability issues, as it fosters curiosity, exploration, and critical reflection, key elements of meaningful learning.

Furthermore, using games and simulations helps develop systems thinking, a crucial skill for understanding the complex nature of sustainability issues. These tools allow learners to visualise and test the dynamic links between environmental, social, and economic factors, encouraging holistic views that are often hard to achieve with traditional teaching methods. By placing learning in realistic and often collaborative settings, these educational approaches also promote the development of soft skills such as communication, negotiation, and mediation, which are essential for tackling real-world sustainability challenges.

Crucially, creative teaching using ICT not only improves cognitive and affective learning outcomes but also positively impacts students’ behavioural intentions, aligning their attitudes and actions with the goals outlined by the Sustainable Development Goals (SDGs). This alignment is essential for education to act as a catalyst for societal transformation towards sustainability. The incorporation of digital tools in both blended and traditional classrooms therefore offers a promising approach to equip current and future generations with the knowledge, skills, and attitudes needed to actively participate in sustainability initiatives.

However, realising the full potential of these innovative approaches requires addressing challenges such as ensuring equitable access to technology, providing adequate teacher training, and developing effective assessment strategies for long-term learning impacts. As educational institutions continue to evolve and respond to the demands of the 21st century, it is essential that policymakers, educators, and researchers collaborate to create supportive environments for the sustained adoption of creative, ICT-enhanced pedagogies.

In conclusion, combining creative teaching methods with ICT tools provides a powerful way to enrich sustainability education, making it more engaging, relevant, and impactful. By adopting these approaches, educators can foster transformative learning experiences that not only improve academic achievement but also inspire a lifelong commitment to sustainable development.

References

1. Arnesen, C. E., et al. (2019). Blended learning: A critical review. Journal of Educational Technology & Society, 22(2), 1–15.
2. Bryan, J. (2006). Simulations and student learning: A review. Journal of Educational Multimedia and Hypermedia, 15(2), 155–173.
3. Carayannis, E., & Morawska‑Jancelewicz, J. (2022). Sustainable development and the university of the future. Sustainability, 14(11), 6854.
4. Cheng, M.-T., et al. (2013). The effects of game-based learning on learners’ motivation and engagement. Educational Technology & Society, 16(3), 147–157.
5. Dankbaar, M. E. W., et al. (2016). Serious games and blended learning: Effects on performance and motivation in medical education. Perspectives on Medical Education, 5(6), 408–414.
6. Driscoll, M. (2002). Blended learning: Let's get beyond the hype. eLearning, 1(4), 1–4.
7. Emblen‑Perry, K. (2018). Using sustainability simulations in education. International Journal of Sustainability in Higher Education, 19(5), 972–989.
8. Ferguson, R., et al. (2020). Educational technologies for sustainable development: A review. Computers & Education, 157, 103966.
9. Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education. In eLearning and Software for Education, 1(133), 10–15.
10. Gallagher, S. E., & Savage, T. (2017). Challenge-based learning in education. Educational Technology Research and Development, 65(1), 219–234.
11. Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
12. Gkogkidis, V., & Dacre, N. (2021). Co-designing sustainability games with students. International Journal of Sustainability in Higher Education, 22(7), 1456–1472.
13. Guerra‑Mota, M., et al. (2024). A 3D virtual environment for energy education. Journal of Virtual Learning, 15(2), 44–58.
14. Green, J., et al. (2022). Systems thinking for sustainability through simulations. Journal of Cleaner Production, 330, 129887.
15. Harker‑Schuch, I., et al. (2020). Games and climate change education. Environmental Education Research, 26(5), 681–699.
16. Jeong, J., et al. (2021). Digital storytelling for sustainable development. Sustainability, 13(5), 2556.
17. Jung, I. (2001). Building a theoretical framework of web-based instruction in the context of distance education. British Journal of Educational Technology, 32(5), 525–534.
18. Kanol, D., & De Vries, M. (2011). Learning sustainability through games. Journal of Environmental Education, 42(4), 243–256.
19. Kovalenko, V., et al. (2022). AR and VR applications in secondary education. Education and Information Technologies, 27, 123–140.
20. Maharjan, B., et al. (2021). Integrating SDG games into learning. Journal of Technology and Science Education, 11(3), 552–566.
21. Mylonas, G., et al. (2019). GAIA: A gamified IoT platform for smart school buildings. Sensors, 19(3), 639.
22. Oliver, M., & Trigwell, K. (1999). Can blended learning be redeemed? E–learning and Digital Media, 2(1), 17–26.
23. Padalajar‑Palomino, M. C., & Martínez‑Valdivia, E. (2024). Gamification in teacher education. Journal of Technology and Science Education, 14(1), 20–35.
24. Sinatra, G. M., et al. (2012). The role of intentional conceptual change in game-based learning. Journal of the Learning Sciences, 21(2), 347–386.
25. Suzuki, K., et al. (2021). Evaluating game-based learning outcomes. Educational Media International, 58(4), 289–304.
26. Vallez, M., et al. (2022). SDGs in higher education. International Journal of Sustainability in Higher Education, 23(3), 653–669.
27. Waite, I. A., et al. (2024). Circular economy and educational board games. International Journal of Sustainability in Higher Education, 25(2), 380–398.
28. Wieman, C. (2008). PhET interactive simulations: Research-based learning tools. Science, 322(5902), 682–683.