Fostering Professional Skill Development Through University-School Interaction and Game Based-Learning

Game-based learning (GBL) has potential to foster growth and improve skills and competencies. This article aims to provide an analysis of the university-school interaction facilitated by GBL, with a specific focus on evaluating the participants' perception of the impact on their professional skill development. To do this, three workshops based on three educational games were conducted with high school students. A questionnaire was developed to evaluate the perception of participants. This questionnaire draws inspiration from the 2020 model presented in the Future of Jobs Report. The results confirm that GBL can be a promising strategy to use at an earlier age. Over half of the responses to each of the report's critical skills fell into the “Totally Agree” and “Agree” categories, confirming the development of these skills during the dynamics. Emphasis may be placed on complex skills such as problem solving, systems analysis and evaluation, critical thinking and analysis, and emotional intelligence.