Abstract:

Teaching sustainability to younger learners can be challenging, particularly for students aged 10–14, as the subject often involves abstract concepts, long-term perspectives, and value-based reasoning. One pedagogical approach that may help address these challenges is the use of Educational Escape Rooms (EERs). As an interactive and problem-based learning method, EERs can make sustainability-related topics more concrete, engaging, and experiential.

In higher education, particularly in an increasingly globalized context, competencies such as collaboration, intercultural understanding, communication, entrepreneurship, and project leadership are becoming increasingly important. Learning activities that promote these competencies alongside disciplinary knowledge are therefore of growing relevance.

During an Erasmus+ Blended Intensive Programme (BiP) in October–November 2026, 25 students from four universities and countries participated in a one-week program in Stuttgart. The students, who had diverse educational backgrounds, worked in international teams to design sustainability-related EERs for learners aged 10–14. Participation was voluntary and based on an open Erasmus+ call.

Each team consisted of approximately four students with different nationalities and academic orientations. During the program, teams collaborated to design EER learning materials aimed at communicating sustainability concepts to younger students. The project required participants to organize tasks, take initiative, manage project activities, and adapt their designs to a specific target group. These activities involved the development of transversal competencies, often referred to as transferable or soft skills, which frequently extend beyond the formal learning objectives of higher education programs.

To explore students’ perceptions of their learning experiences, participants completed a questionnaire directly after the program. The objective of the study was to investigate students’ understanding of what they had learned while collaborating with peers from different cultural and educational backgrounds and working toward a shared goal.

Preliminary results indicate that students particularly valued the development of transferable skills such as teamwork, communication, networking, and the ability to manage uncertainty in collaborative project settings. Many participants also reported that they had more in common with students from other countries and academic backgrounds than they had initially expected, and that they appreciated the opportunity for international collaboration.

At the same time, students identified challenges related to intercultural collaboration, including differences in communication styles, expectations, and levels of commitment. Several participants also noted that younger learners often possess more prior knowledge about sustainability than anticipated and benefit from challenging and interactive learning activities.

Overall, the findings suggest that collaborative development of EERs in an international setting can support learning about sustainability while simultaneously fostering transferable skills that extend beyond explicitly defined learning objectives.

Keywords:

Game-based learning, Transversal competencies, Intercultural collaboration, Project-based learning, Transferable skills.