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Gamified Learning for Sustainability: An Innovative Approach to Enhance Hydrogen Literacy and Environmental Awareness Through Simulation-Based Education

Author

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  • Uroš Kramar

    (Faculty of Logistics, University of Maribor, 3000 Celje, Slovenia)

  • Matjaž Knez

    (Faculty of Logistics, University of Maribor, 3000 Celje, Slovenia)

Abstract

The transition to sustainable energy systems presents a critical challenge for the 21st century, necessitating both technological advancements and transformative educational strategies to foster awareness and knowledge. Hydrogen technologies are pivotal for decarbonization, yet public understanding and acceptance remain limited. This study introduces and evaluates a novel gamified educational framework, uniquely integrating simulation-based learning, collaborative problem-solving, and adaptive instructional scaffolding to enhance hydrogen literacy and sustainability awareness. Unlike traditional pedagogical approaches, this method actively engages learners in real-world decision-making scenarios, bridging the gap between theoretical knowledge and practical applications. This study involved adolescents aged 13–15 from two distinct educational and cultural contexts, one in Europe and one in the Middle East. A pre–post study design assessed knowledge acquisition, gamification engagement, and environmental awareness shifts. Findings reveal statistically significant improvements in technical knowledge and strong positive perceptions of gamified learning as an effective sustainability education tool across both cultural groups (Europe and the Middle East). Variations in engagement across cultural contexts suggest the need for adaptive, context-sensitive educational frameworks. While the findings indicate significant short-term knowledge gains, this study does not assess long-term knowledge retention, which remains an important area for future research. This research contributes to sustainability education by demonstrating how strategically designed gamification can foster behavioral engagement, enhance environmental literacy, and support the global energy transition agenda. This study offers a pioneering perspective on integrating interactive learning methodologies to cultivate sustainability competencies among younger generations.

Suggested Citation

  • Uroš Kramar & Matjaž Knez, 2025. "Gamified Learning for Sustainability: An Innovative Approach to Enhance Hydrogen Literacy and Environmental Awareness Through Simulation-Based Education," Sustainability, MDPI, vol. 17(6), pages 1-25, March.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:6:p:2694-:d:1615082
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    References listed on IDEAS

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    1. Muhammad Umer Zubair & Muhammad Abbas Khan & Muhammad Usman Hassan & Khursheed Ahmed & Taha Aziz, 2024. "Enhancing Student Active Engagement in Class through Game-Based Learning: A Case of Civil Engineering Education," Sustainability, MDPI, vol. 16(14), pages 1-14, July.
    2. Alessandra Di Nardo & Marcella Calabrese & Virginia Venezia & Maria Portarapillo & Maria Turco & Almerinda Di Benedetto & Giuseppina Luciani, 2023. "Addressing Environmental Challenges: The Role of Hydrogen Technologies in a Sustainable Future," Energies, MDPI, vol. 16(23), pages 1-29, December.
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    1. Carmen Castaño & Ricardo Caballero & Juan Carlos Noguera & Miguel Chen Austin & Bolivar Bernal & Antonio Alberto Jaén-Ortega & Maria De Los Angeles Ortega-Del-Rosario, 2025. "Developing Sustainability Competencies Through Active Learning Strategies Across School and University Settings," Sustainability, MDPI, vol. 17(19), pages 1-38, October.

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