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Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

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  • Barbara Bradač Hojnik

    (Faculty of Economics and Business, University of Maribor, 2000 Maribor, Slovenia)

Abstract

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t -tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development.

Suggested Citation

  • Barbara Bradač Hojnik, 2024. "Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia," Sustainability, MDPI, vol. 16(22), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:22:p:9953-:d:1521251
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    References listed on IDEAS

    as
    1. Ching-Yun Hsu & Ting-Ting Wu, 2023. "Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices," Sustainability, MDPI, vol. 15(24), pages 1-18, December.
    2. Anthony Okuogume & Nuria Toledano, 2024. "Co-Creation in Sustainable Entrepreneurship Education: Lessons from Business–University Educational Partnerships," Sustainability, MDPI, vol. 16(6), pages 1-13, March.
    3. Oliver Laasch & Dirk C. Moosmayer & Elena P. Antonacopoulou, 2023. "The Interdisciplinary Responsible Management Competence Framework: An Integrative Review of Ethics, Responsibility, and Sustainability Competences," Journal of Business Ethics, Springer, vol. 187(4), pages 733-757, November.
    4. Carlos J. Hellín & Francisco Calles-Esteban & Adrián Valledor & Josefa Gómez & Salvador Otón-Tortosa & Abdelhamid Tayebi, 2023. "Enhancing Student Motivation and Engagement through a Gamified Learning Environment," Sustainability, MDPI, vol. 15(19), pages 1-20, September.
    5. Brauner, Philipp & Ziefle, Martina, 2022. "Beyond playful learning – Serious games for the human-centric digital transformation of production and a design process model," Technology in Society, Elsevier, vol. 71(C).
    Full references (including those not matched with items on IDEAS)

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