Be a Game Change: SDG16 Games, BIP-ID: 2022-1-DE01-KA131-HED-000056461-1

BIP Coordination: Heilbronn University of Applied Sciences, D HEILBRO01

BIP Partners (3): Vaasa University of Applied Sciences, SF VAASA03 (Finland); Riga Technical University, LV RIGA02 (Latvia); Windesheim University of Applied Sciences, NL ZWOLLE05 (The Netherlands)

Engaging in an international and interdisciplinary project in order to enrich the learning experience, strengthen critical thinking abilities, and foster openness to innovative perspectives and ideas that participants may not have previously explored.

The virtual component of the BIP lasted approximately three and a half weeks. For the kick-off meeting, lecturers were invited to introduce the topics of Digital Transformation, Human Rights, and SDG 16: Peace, Justice and Strong Institutions. Following the kick-off meeting and the formation of teams, the mixed international student groups conducted joint research and completed weekly assignments, which they submitted on a regular basis. All teams successfully fulfilled their weekly tasks.

While students communicated virtually in a practical and purpose-driven manner to complete the weekly assignments, the on-site phase enabled intensive exchange and the integration of the different topics and perspectives.

Through the case study and guest lecture, students were able to engage in live discussions on democracy, SDG 16, and European values, allowing them to reflect on these topics together. In addition to strengthening cooperation between the participating institutions, the lecturers and staff members used the on-site phase to exchange experiences and discuss different teaching methods used in their respective countries. Valuable insights were gained at both the academic and organizational levels.

At the end of the programme, each team had developed a serious game. The resulting board games and digital games were designed to introduce players to the topics of digital transformation, human rights, and SDG 16 in an engaging and interactive way. The games were presented and tested at various events, including an IT UnConference. School students were also invited to test the games.

Overall, working in interdisciplinary teams consisting of students from computer science, social sciences, and engineering proved to be highly valuable and engaging. Participants were able to build interdisciplinary networks and explore European values within the framework of the programme. For many students, especially those from computer science and engineering disciplines, the topics were entirely new, as they had previously had little exposure to issues such as democracy, peace, and justice during their studies.

One challenge was ensuring that students were sufficiently engaged with the content through virtual learning activities, assignment design, and independent research. It was not always easy to design an interdisciplinary programme that fully addressed the interests and expectations of all participants.

Overall, all participating institutions had positive experiences with the Blended Intensive Programme and can envision participating in future BIPs, either as coordinators or as partner institutions.