Gamification as a tool for multicultural competence development for sustainable educational innovation

Abstract

The aim of the study was to identify how gamification elements correlate with the components of multicultural competence and to propose a model that integrates both. The main methods was mixed-methods design. Quantitative data were obtained through pre- and post-course diagnostics adapted from Deardorff’s multicultural competence framework. Qualitative analysis was based on reflective journals and forum discussions. The course was developed using a structured design methodology, combining the principles of backward design and gamified instructional architecture. The research resulted in two core outcomes: (1) a conceptual model linking gamification mechanics (challenge, simulation, feedback, narrative) to multicultural competence components (knowledge, attitudes, interpretation, interaction, critical awareness); (2) the design and piloting of the online course “Diversity through Games,” which showed measurable improvements in students’ intercultural empathy, reflective awareness, and communicative adaptability. The study confirms that gamification, when purposefully integrated with intercultural learning goals, can serve as an effective strategy for developing multicultural competence. The model proposed in this article can serve as a framework for similar course design in linguistic and pedagogical education.