"Why are we even learning this?" : the effectiveness of using games to teach about the sustainable development goals with a focus on inequality

Abstract

This thesis examines which pedagogical method best connects students to the Sustainable Development Goals, particularly inequality. There are two pedagogical methods presented, game-play, and current pedagogical approaches. In addition, the thesis explores how the students can further this connection by identifying how the SDGs, including inequality, relate to their own lives and how they can contribute to realising the SDGs and disparaging inequality. The findings, in this thesis, suggest that a pedagogical approach using games is more effective at expanding student knowledge, understanding, and engagement of the SDGs. It discusses how students define ‘inequality’ before and after the case study lessons, how games encourage both collaboration and competitiveness, the difference between student learning and encouraging students to take action, and suggestions for further development of the curriculum and the study.