This recently published action research study in RIED demonstrates that gamification can be a powerful ally in teacher professional development, particularly within international school contexts.
Over a six-week period, a group of teachers engaged in a programme where they earned points for sharing good practices, observing colleagues’ lessons, and providing feedback. The results went beyond a simple boost in motivation: a genuinely collaborative environment emerged, fostering pedagogical exchange and strengthening teachers’ confidence in their own instructional repertoire.
Beyond the playful component, the study reveals that the gamified design helped to dismantle traditional barriers in teacher training, such as fear of being observed or lack of time to engage with peers.
By integrating accessible digital tools and respecting teacher autonomy, the initiative cultivated a sense of agency rarely achieved in conventional workshops. Rather than imposing content from above, it nurtured a horizontal culture of continuous improvement among colleagues.
That said, the initial enthusiasm was not sustained equally across all participants. Motivation levels varied depending on group dynamics and contextual factors, particularly when activities took place in online settings.
Nevertheless, this study offers valuable insights for rethinking teacher development: the goal is not merely to gamify, but to create the conditions that foster trust, participation, and situated learning. Under these premises, gamification is not a superficial add-on, but a strategic approach to renewing Continuing Professional Development (CPD) in a more effective and sustainable way.
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How to Cite: Area Moreira, M., Bethencourt-Aguilar, A., & Martín-Gómez, S. (2023). HyFlex: Teaching and Learning in a Hybrid and Flexible Way in Higher Education. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 141–161. https://doi.org/10.5944/ried.26.1.34023
