This study investigates the educational potential of Game Jams (GJs) for promoting critical engagement with the United Nations’ Sustainable Development Goals (SDGs) among undergraduate videogame students. Therefore, it presents and evaluates the 2022 Meaningful Game Jam (MGJ22), a five-day, SDG-themed intervention involving 31 students who developed ten original games. Employing a mixed-methods design, the study integrates questionnaire data and a formal analysis of the games using three complementary frameworks: SDG thematic areas, games for civic learning, and moral learning design principles. Findings explore the potential of GJs in fostering interdisciplinary learning, critical reflection, and civic awareness through collaborative game creation. While students gravitated towards environmental and economic SDGs, themes related to dignity and partnership remained underexplored, revealing key gaps in thematic engagement and awareness. The analysis also highlighted discrepancies between intended learning goals and game mechanics, highlighting the importance of thoughtful design guidance. This work contributes novel insights to game-based learning by demonstrating how GJs can serve as pedagogical tools, helping students rethink their roles, both as designers and as citizens. Ultimately, the study offers evidence-based recommendations for implementing meaningful GJs in higher education, reinforcing their value in cultivating ethical awareness and promoting sustainable development through games.
Luz et al. (2026) studied this question.