Gamificación en la enseñanza de la filosofía: Propuesta para la implementación de estrategias innovadoras en educación

Abstract

Abstract: This study was conducted with the aim of designing a proposal for a teaching strategy based on gamification to innovate the process of teaching philosophy. The methodology used was qualitative, descriptive, and inductive, with a sample of seven philosophy teachers working in public or private institutions and a semi-structured interview as the instrument used. The findings show that, through word clouds, the teaching of philosophy is oriented towards active and constructivist approaches, with selection based on experience as a methodological guide. The constant challenges encountered are low student motivation, difficulties with abstract texts, and poor reading habits, exacerbated by institutional limitations. New strategies (gamification, debates, simulations, escape rooms) facilitate participation, understanding, and willingness to argue. It is concluded that philosophy teaching is moving towards student centered approaches; gamification, applied critically, motivates and deepens learning, provided that there is teacher mediation, curriculum planning, and consistent formative assessment.