Gamification and transformation of teaching practice: pedagogical innovation in contemporary educational contexts

In the context of contemporary educational transformations, school systems face the challenge of responding to new sociocultural dynamics mediated by technological development and the learning demands of current generations. In this scenario, pedagogical innovation is positioned as a fundamental element for redefining teaching practice and promoting more meaningful experiences. This paper aims to analyze the relationship between gamification and the transformation of teaching practice in contemporary educational contexts, from a critical perspective that articulates pedagogical foundations, educational learning theories, and emerging approaches to educational innovation. Based on a review of current literature, the main conceptual contributions on gamification are examined, along with its link to motivation and meaningful learning, as well as its potential to reconfigure the traditional roles of teachers and students in the classroom. Furthermore, the challenges of its implementation in real educational contexts are considered, taking into account the institutional, technological, and pedagogical conditions that influence educational innovation processes. Consequently, it is argued that gamification constitutes a pedagogical strategy with transformative potential when it is critically and contextually integrated into teaching practice, promoting participatory, motivating and student-centered learning processes.