This research project presents a systematic review of digital game-based learning and gamified pedagogies in teacher education. Its main purpose is to synthesize current evidence on how digital games, serious games, educational games, escape rooms, augmented and virtual reality games, and gamified learning environments are being used to support the preparation and professional development of teachers. The review focuses on teacher education contexts, including pre-service teachers, in-service teachers, teacher candidates, teacher educators, and professional development participants. Following a systematic review approach aligned with PRISMA 2020, the study analyzes research retrieved from Scopus, Web of Science, and ERIC. The final corpus includes 94 studies that were examined through thematic synthesis. The project addresses four main areas: the types of game-based and gamified approaches used in teacher education; the pedagogical strategies associated with these approaches; the competencies, skills, attitudes, and professional learning outcomes developed by teachers; and the main benefits and challenges reported in the literature. The expected outcome of this review is to provide an integrated overview of the role of digital game-based learning and gamification in teacher education. The study is expected to clarify how these approaches contribute to instructional design, digital competence, motivation, engagement, collaboration, pedagogical innovation, and readiness to integrate game-based strategies into classroom practice. At the same time, the review identifies persistent challenges, including conceptual ambiguity, limited teacher preparation, technical and infrastructure barriers, workload, classroom management issues, curricular alignment, and the need for stronger institutional support. Overall, this project seeks to support researchers, teacher educators, and educational institutions by offering evidence-based insights for the design, implementation, and evaluation of game-based and gamified pedagogical practices in teacher education.
José Antonio Rojas Guillén (Thu,) studied this question.