Collaborative Knowledge Construction: Serious Games as a Strategy for Teaching the 2030 Agenda and SDGs
Keywords:
Serious games, Knowledge Management(KM), 2030 Agenda, SDGs, EducationAbstract
The use of serious and educational games represents an innovative strategy in the Knowledge Management (KM) process, especially in the context of education for sustainable development. This study aims to investigate how the use of the Municipa2030 game can support effective KM processes in schools, stimulating meaningful learning and awareness about the 2030 Agenda. This study aims to verify how these games effectively contribute to the creation, sharing and retention of knowledge related to the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda, especially in school environments. Methodologically, the research will use a bibliographic review to support KM concepts applied to the educational context and analyze already established practices of serious games related to the 2030 Agenda. Qualitative evaluation methods will be applied, including focus groups and gameplay tests, to identify how Municipa2030 facilitates the creation and transfer of knowledge between students and teachers. The results are expected to demonstrate that the use of educational games promotes not only the individual acquisition of knowledge about the SDGs, but also collaboration, active exchange of knowledge and collective construction of knowledge within the school community. These processes can lead to the development of essential skills, such as critical thinking, empathy and problem-solving, which are central elements in the context of GC. Furthermore, the results are expected to guide more effective pedagogical practices and public policies that use serious games as strategic tools in the dissemination and implementation of the 2030 Agenda in schools.
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