This study investigates the potential of serious board games as educational tools for cultural heritage learning within an international, multicultural classroom setting. Drawing on theoretical foundations from game-based learning, cultural heritage education, intercultural collaboration, and design-based learning, the research engages university students in the co-creation and evaluation of board games centered on heritage themes. By designing games collaboratively, students not only explore cultural narratives and values but also reflect on how interactive play can foster dialogue across generations and cultures. Through three complementary surveys—focused on learning outcomes, intergenerational perceptions, and team collaboration—the study captures students’ perspectives on both the educational and social dimensions of the process. Preliminary findings suggest that when students act as designers, they develop deeper engagement with heritage content while enhancing essential soft skills such as communication, creativity, and teamwork. The board games function not only as instructional tools but also as catalysts for intercultural exchange, making heritage more accessible and personally relevant. Overall, the research demonstrates that integrating serious games into educational contexts offers a dynamic, student-centered approach to heritage education, one that supports active learning, critical thinking, and the development of 21st-century competencies.