Abstract : Education for Sustainable Development (ESD) through Game-Based Learning (GBL) is a highly effective pedagogical approach, creating a simulation space that helps primary school students experience and solve practical problems. However, through a review of international literature, the article points out a paradox: although teachers support GBL, the lack of games literacy and design skills makes them passively reuse available games on gaming platforms. In order to thoroughly address this gap, the study proposes a strategic shift in training towards Learning by Design and Mentoring. The core contribution of this article is a practical 4-stage professional development process framework: Activating and enhancing game awareness, Game design and creation, Honing pedagogical and reflective skills, and Practical implementation and mentoring. This is a standardized roadmap that helps educational institutions confidently transform their teaching staff from users into designers of sustainable educational environments.
Minh et al. (2026) studied this question.