In recent years, the intersection of gamification and digital competence development in education has garnered significant attention, promising transformative potential for teaching and learning processes. A groundbreaking systematic review published in Humanities and Social Sciences Communications sheds new light on how teachers develop and prioritize their digital competencies within gamified ICT-mediated environments. This study, conducted by Barroso-Tristán, García-Lázaro, and Reyes-de-Cózar, builds upon the European Framework for the Digital Competence of Educators (DIGCOMPEDU), offering nuanced insights into the digital skills educators acquire when integrating gamification into their pedagogical approaches.
The DIGCOMPEDU framework categorizes digital competence into six areas, encompassing everything from professional engagement with technology to fostering learners’ digital skills. Intriguingly, the study reveals a distinctive skew in the competencies teachers emphasize when using gamification. Specifically, educators exhibit stronger capabilities related to digital content creation and the facilitation of teaching and learning processes. Conversely, competencies tied to assessment strategies, personalized feedback, and adaptive learning technologies lag conspicuously behind, pointing to a critical imbalance that restricts the broader potential of digital education technology.
This imbalance bears profound implications for the design and implementation of educational technologies, especially in higher education settings. While digital gamification offers novel pathways for engagement and interaction, the study warns that failing to leverage tools for personalized learning and real-time feedback risks standardizing learning experiences unnecessarily. Such a one-size-fits-all approach not only diminishes the inclusivity promised by ICT but also undermines attempts to tailor educational pathways to diverse learner needs, ultimately threatening equity and quality in education.
One compelling facet of the study is the revelation that educators prefer to develop their own digital materials rather than utilize Open Educational Resources (OERs). This tendency suggests a reticence or a gap in institutional support for fostering a digital culture that embraces sharing, sustainability, and collaboration. The creation of bespoke digital content, while showcasing teachers’ initiative and creativity, may also perpetuate inefficiencies and redundancy in resource development. Moreover, it underscores an urgent need for higher education institutions to cultivate a digital ecosystem that encourages openness and resource-sharing while simultaneously building educators’ digital competence.
Delving further, the authors emphasize the critical role of rigorous planning in implementing gamified learning experiences. Gamification, when employed without strategic foresight and personalization, can inadvertently contribute to disengagement, widened learning gaps, and even increase dropout rates. These findings challenge the prevailing enthusiasm around gamification as a panacea for educational challenges, urging practitioners and policymakers alike to approach digital pedagogy with a balanced, evidence-based mindset.
The study’s methodology itself deserves mention for its comprehensive approach. By systematically reviewing existing literature on gamification in digital environments, the researchers synthesized key trends concerning the development of educators’ digital competencies. However, they also acknowledge inherent limitations in relying predominantly on published studies, which might overlook informal, unpublished classroom practices that could offer additional insights. Thus, the authors advocate for future research endeavors to extend explorations beyond traditional academic outputs, perhaps integrating qualitative data from real-world educational settings.
From a technological standpoint, gamification in digital education entails embedding game-like mechanics—points, badges, leaderboards, and challenges—within instructional design. These elements are posited to enhance motivation and student engagement by tapping into intrinsic and extrinsic motivational factors. However, for such strategies to be truly effective, educators must possess a digital competence portfolio that extends well beyond basic content delivery. This includes skills in data analytics for formative assessment, adaptive learning algorithms for personalization, and communication technologies for responsive feedback—areas where gaps remain evident according to the study.
The underdevelopment of digital competencies in assessment and personalized learning is particularly concerning in the context of the United Nations Sustainable Development Goals (SDGs), which emphasize inclusive and equitable education for all. If gamification is deployed predominantly as a motivation tool without simultaneously integrating mechanisms for personalized pathways and formative feedback, it risks reinforcing existing inequalities. Students with diverse learning needs may be left behind, and institutional objectives toward equity and inclusion may remain unfulfilled.
Moreover, the study situates its findings within a broader discourse that critiques the sustainability of digital practices in higher education. The preference for creating individual digital content rather than adopting shared educational resources indicates potential procedural silos and a lack of overarching institutional strategies for digital competence development. Consequently, higher education institutions are challenged to foster environments that not only prioritize technological skill acquisition but also embed a digital culture of collaboration, reusability, and continuous professional development.
Another dimension of this work is the call for future research to explore the multifaceted impacts of gamification beyond engagement metrics. Quantitative enthusiasm often masks qualitative shortcomings in learning outcomes related to comprehension, critical thinking, and knowledge retention. Comprehensive longitudinal studies could thus elucidate how gamified environments influence deeper learning processes and whether they indeed contribute to holistic academic success or merely add a layer of superficial motivation.
Furthermore, the findings suggest a need for targeted professional development programs that holistically build teachers’ digital expertise, especially in areas related to digital assessment, feedback, and personalization technologies. Such programs should integrate theory and practice, enabling educators to harness gamified ICT tools that adapt in real time to student performance and preferences, thereby fostering more inclusive and responsive learning spaces.
In addition, the study indirectly highlights the evolving professional identity of educators amid digital transformation. Being digitally competent now requires a dynamic skill set encompassing pedagogical, technical, and evaluative capacities. Teachers must navigate complex digital ecosystems where their role morphs from content providers to facilitators of personalized, interactive learning experiences. Supporting this transition is crucial for educators to meet contemporary pedagogical demands effectively.
Institutional leadership also plays a fundamental role in this transformation. The research underscores that for gamification and ICT integration to realize their full potential, strategic leadership must prioritize coherent planning, infrastructure development, and resource allocation aligned with comprehensive digital competence frameworks like DIGCOMPEDU. Without such top-down support, individualized initiatives risk fragmentation and lack of sustainability.
The digital divide remains an underlying contextual factor influencing the efficacy of gamified digital education. Variations in access to technology, digital literacy, and supportive infrastructure disproportionately affect marginalized groups. As such, educators’ capacity to implement personalized and inclusive gamified learning hinges on systemic inequities that necessitate broad policy interventions beyond individual classroom efforts.
Lastly, the study’s critical insights carry substantial weight for global educational stakeholders seeking to navigate the post-pandemic digital acceleration in higher education. The rapid infusion of technology into learning necessitates a recalibrated focus on equitable digital competence development among educators to avoid exacerbating existing educational disparities. Thoughtful integration of gamification, coupled with strategic planning and support, could transform teaching methodologies, fostering vibrant, inclusive, and adaptable learning ecosystems worldwide.
In conclusion, this systematic review not only exposes pivotal imbalances in teachers’ digital competencies within gamified educational settings but also maps out a comprehensive agenda for future research, institutional reform, and pedagogical innovation. It cautions against unreflective adoption of gamification and highlights the nuanced challenges educators face while emphasizing the promise of well-designed, personalized, and feedback-rich digital learning environments to drive meaningful educational change.
Subject of Research:
Gamification in digital environments and the development of teachers’ digital competence.
Article Title:
Gamification in digital environments and the development of teachers’ digital competence: a systematic review.
Article References:
Barroso-Tristán, J.M., García-Lázaro, I. & Reyes-de-Cózar, S. Gamification in digital environments and the development of teachers’ digital competence: a systematic review. Humanit Soc Sci Commun 12, 1834 (2025). https://doi.org/10.1057/s41599-025-06115-w
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