Digital Games in Education for Sustainable Development

Digital games are becoming increasingly important as promising tools to foster Education for Sustainable Development (ESD), aiming to combine engagement, systems thinking, and transformative learning. This narrative review synthesizes evidence from 40 studies on serious games, game-based learning, and gamification to assess both the potential and limitations of digital games in ESD contexts. This review thus contributes to the field by integrating theoretical frameworks, empirical evidence, and design principles to provide a coherent understanding of how digital games support ESD learning processes. The findings reveal positive effects on cognitive and motivational outcomes, particularly regarding knowledge acquisition, systems understanding, and learner engagement. In addition, digital games can foster social learning processes such as collaboration, participation, and perspective-taking. These effects are grounded in established theoretical frameworks, including self-determination theory, flow theory, and experiential learning, and are supported by design features such as adaptive feedback, meaningful narratives, social interaction, and authentic decision-making. Across the reviewed studies, cognitive outcomes are most consistently documented, while evidence for long-term behavioral change and real-world transfer remains limited. This reflects both structural challenges of ESD and methodological constraints, including difficulties in measuring behavior, short-term study designs, and heterogeneous implementations. Overall, digital games can support key ESD competencies by enabling learners to engage with complex socio-ecological systems and multi-perspectivity. Their effectiveness and educational value depend less on gameplay itself than on four overarching design principles: encouraging the exploration of systems, linking experience and reflection, balancing between autonomy and guidance, and embedding within broader social and pedagogical processes.