Abstract
The integration of gamification in higher education has become a topic of significant interest, primarily
due to its potential to enhance students' 21st-century skills. Thus, this study aims to explore lecturers'
experiences in implementing gamification to foster 21st-century skills in first-year university students.
This study adopted an interpretive approach, emphasising subjective interpretations and human
perspectives on how gamification enhances effective teaching and improves 21st-century skills in
students’ learning. Following a qualitative research design, six lecturers in the faculty of education were
purposively selected to participate in the study. They were selected based on their experiences of using
gamification in their teaching methodologies. Data was collected using semi-structured interviews and
lesson observation to understand lecturers’ experiences and the effectiveness of gamification. The study
is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework to analyse data
and frame the findings during the data analysis and interpretation process. The study's findings reveal
insights into the perceived benefits and challenges of using gamification, including its impact on student
motivation and participation, development of competencies and enhanced student-centred learning
strategies. Ultimately, this study increased awareness of how gamification can be effective in higher
education to support the development of essential skills for the twenty-first century and offers
recommendations for lecturers and universities wishing to adopt the gamification approach.