This study investigates the perceptions and utilisation of Lego® among academics in Higher Education, employing semi-structured interviews with eleven participants from a UK institution. Through snowball sampling, a network of participants engaged in incorporating Lego® and Lego® Serious Play® within Higher Education contexts was established. In-depth interviews were conducted to gain insights into their experiences and applications. The findings reveal three primary themes: Pedagogical Impact, Integration and Methodology, and Challenges. Lego® Serious Play® was found to enhance deep learning, student engagement, and critical thinking, yet challenges such as resource limitations, the need for educator training, and resistance to non-traditional teaching methods were also identified. This research underscores the role of Lego® Serious Play® in enabling future skills like teamwork, communication, and creative problem-solving, while promoting inclusivity and diversity in the classroom. The study contributes to the existing body of knowledge and offers practical recommendations for educators seeking to enhance teaching practices, integrate additional tools, and support student success in a complex educational landscape.KEYWORDS:
Henderson et al. (Thu,) studied this question.