Active learning on sustainable management and sustainable behavior: the case of the sustainable entrepreneurship business game

The increasing global emphasis on sustainability necessitates innovative educational approaches that train future professionals with both theoretical knowledge and practical competencies in sustainable business practices. Traditional pedagogical methods often fail to cultivate the strategy, problem-solving, and decision-making skills essential for addressing complex sustainability challenges. In response, Game-Based Learning (GBL) has emerged as a promising instructional strategy, leveraging interactivity and experiential learning to enhance engagement and skill acquisition. This research aims to evaluate the effectiveness of the Sustainable Entrepreneurship Business Game (SEBG) as a pedagogical tool for students in engineering management programs. SEBG was developed to foster an action-oriented managerial mindset by simulating real-world business scenarios where participants must navigate sustainability-related decisions. The game aims to enhance not only theoretical understanding but also practical competencies such as collaboration, strategic thinking, and sustainability-oriented decision-making. The study investigates the following research questions: (1) How does the Business Game influence students' managerial and economic skills? (2) Does the Business Game influence students' behavioral intentions and sustainability practices? (3) What prior competencies and attitudes influence performance in the Business Game? The study employs a mixed-methods approach, incorporating pre- and post-game surveys to assess participants’ knowledge progression, attitudes toward sustainability, and entrepreneurial competencies. Data analysis includes statistical comparisons to evaluate the correlation between game performance and learning outcomes. By critically examining the role of business games in sustainability education, this study contributes to the broader discourse on educational innovation. The findings offer valuable implications for the design of competency-based sustainability curricula and highlight the potential of GBL to bridge the gap between theoretical knowledge and practical application, ultimately fostering a new generation of sustainability-conscious business leaders.