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This chapter discusses how transversal competences can be effectively cultivated via game-based experimental learning in higher education. Grounded in the European Competences Framework for Entrepreneurship framework and learning theories, the ““Game It Away!” programme provides structure in linking competency development with education practice. This programme seeks to engage students in the co-creation of games organized in makerspace environments, emphasizing active learning and real-world application of skills. Empirical pilots revealed positive levels of engagement and competency skills acquired. The chapter further presents alignment issues arising between theoretical models and practical applications; in this respect, it points out that the programme can be differentiated positively as one that proves highly adaptable in as many educational contexts as possible. It also addresses some challenges such as resource availability and facilitator preparedness. Some policy recommendations are extended towards educators, institutions, and policymakers advocating the adoption of experiential and game-driven techniques for enriching the development of transversal competencies.

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From Framework to Practice: Competence Development Through Game-Based Experiential Learning in Higher Education

  • 章节

  • 发表日期：

    2025年

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  • Tharrenos Bratitsis,
  • Marta Ferreira Dias,
  • Isabel Gomes,
  • Gonçalo Meireles,
  • Asta Daunoriene,
  • Yioula Melanthiou,
  • Ewa Rollnik-Sadowska,
  • Ewa Glińska,
  • Audronė Daubarienė,
  • Vasiliki Triga,
  • Marlene Amorim,
  • Ana Luisa Ribeiro,
  • Verónica Kryvohubchenko,
  • Joana Carrilho

摘要

This chapter discusses how transversal competences can be effectively cultivated via game-based experimental learning in higher education. Grounded in the European Competences Framework for Entrepreneurship framework and learning theories, the ““Game It Away!” programme provides structure in linking competency development with education practice. This programme seeks to engage students in the co-creation of games organized in makerspace environments, emphasizing active learning and real-world application of skills. Empirical pilots revealed positive levels of engagement and competency skills acquired. The chapter further presents alignment issues arising between theoretical models and practical applications; in this respect, it points out that the programme can be differentiated positively as one that proves highly adaptable in as many educational contexts as possible. It also addresses some challenges such as resource availability and facilitator preparedness. Some policy recommendations are extended towards educators, institutions, and policymakers advocating the adoption of experiential and game-driven techniques for enriching the development of transversal competencies.