Page 112 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

AndrejaŠpernjak inNikaŽidan

Task completion and Challenges
Most studentssuccessfullycompletedthetasks(28/38physical;27/39 virtual).
Reported obstacles included time limits, insufficient knowledge, and poor
teamwork. Time constraints can motivate or hinder performance depending
on the quality of collaboration (Fotaris & Mastoras, 2019). Effective coopera-
tion enhanced problem-solving, confirming the social dimension of escape
room learning (Cabrera & Cabrera, 2002; Davidson & Major, 2024). Some stu-
dents mentioned ‘unpreparedness,’ suggesting difficulty with open-ended
puzzles requiring creativity and critical reasoning (Nicholson, 2015). These
tasks promote higher-order thinking but may challenge learners less familiar
with inquiry-based approaches.

Collaboration and Soft-Skills Development

Students noted that the activity improved cooperation and communication,
addressing research questions 3 and 4. Both formats were well received, with
most students expressing a desire to repeat such lessons (Tables 5–6). Team-
work, varied instruction, and puzzles were identified as key motivational el-
ements (Table 4). This confirms that escape rooms foster soft skills – critical
thinking, communication, and teamwork – closely linked to inquiry-based
learning and effective decision-making (Lim & Gepp, 2025). Thus, the escape
room functions not only as a content-based activity but also as a context for
developing transversal competences essential for lifelong learning (Cabrera
& Cabrera,2002;Davidson & Major, 2024).

Pedagogical Implications and Future Perspectives

Teaching through escape rooms differs from traditional instruction by com-
bining cognitive and playful engagement. Puzzles resemble textbook prob-
lems but require active exploration, creativity, and collaboration (Avargil et
al., 2021). This approach situates learning in authentic, problem-based con-
texts and facilitates knowledge transfer beyond the classroom.
Recent research highlights the integration of AI in educational escape
rooms. Istenič et al. (2026) showed that AI-assisted designs help preservice
teachers connect learning goals with creative instructional design, develop-
ing problem-solving and digital competences. At the tertiary level, designing
escape rooms can itself become a learning process, encouraging reflection,
leadership, and soft skill development.
Studies with preservice teachers similarly show that designing escape
rooms fosters pedagogical creativity, collaboration, and instructional design

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