This article presents the results of a questionnaire-based study conducted at the “Vasile Alecsandri” University of Bacău, Romania. The aim of the study was to identify students’ perceptions of online education and the potential of using games in education to improve learning, reduce the stress associated with online education, and promote inclusion in the context of and after the COVID-19 pandemic. The objectives of the study are to identify the following: students’ perceptions of the challenges of online education; the effectiveness of online education in building and developing 21st-century competencies and skills; the effectiveness of the use of games and gamified didactic methods in improving learning, reducing the stress associated with online education, and promote an inclusive educational environment; suggestions for the implementation of gamification in online academic education for an inclusive classroom. The application of the questionnaire resulted in 212 responses from students of all five faculties of “Vasile Alecsandri” University of Bacău. The respondents are also enrolled in initial teacher education programs that will enable them to pursue a career as a teacher after graduation, and some of them already have teaching experience. The results show that, on the one hand, online education generates a certain level of stress among students and lowers their learning motivation. On the other hand, the use of gamification in online education improves learning efficiency and academic performance, promotes the acquisition of general and domain-specific twenty-first century skills and competencies, and helps build an inclusive educational environment.