search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
ESPORTS


Esports in education: more than just fun and games


Education Today’s CHARLOTTE WESTWOOD takes a closer look at the growing esports indus- try and explores its place within UK education.


T


he rise of esports has been a global phenomenon, and its increasing popularity in recent years has raised questions about its potential role in education. As the esports industry continues to grow, how might it be integrated into the UK education system? For some, the concept of esports in education may seem unconventional, but for others, it presents a new avenue for student engagement and skills development.


And while there are certainly critics who would argue against the inclusion of esports within the education curriculum, its eventual integration could well be inevitable. This was made clear at the edtech event Bett UK last month, which featured Esports @ Bett 2025 in partnership with the British Esports Federation. This section of the show floor was teeming with activity and a huge draw for children attending - a reflection of esports’ burgeoning popularity and growth.


The rise of esports


Esports, or competitive video gaming, has become a significant part of the global entertainment landscape. Popular games such as League of Legends, Fortnite, and Counter- Strike: Global Offensive have attracted millions


of viewers worldwide, with the esports industry itself valued at over $1 billion in 2021. This rapid growth has captured the attention of various sectors, including education, where esports is being explored as a possible tool for engaging students and providing new learning opportunities.


In the UK, a growing number of schools, colleges, and universities have started incorporating esports into their offerings. Some institutions have created esports teams, while others have introduced esports-related courses focused on game design, management, and production. Additionally, the British Esports Association has been working with schools and universities to establish frameworks for esports that may enhance the learning experience.


Esports and soft skills development One of the key areas where esports may have a potential impact is in the development of soft skills. These are the interpersonal and personal skills that are increasingly valued in the workplace and can complement academic learning. While esports is often viewed through the lens of competitive gaming, it is also seen as an opportunity for students to develop skills that go beyond gaming itself.


38 www.education-today.co.uk


1. Teamwork and collaboration In many esports games, players are required to collaborate closely with their teammates to succeed. Team-based games like Overwatch and Dota 2 demand that players strategise together, communicate effectively, and work toward shared objectives. These teamwork elements may help students develop collaboration skills, which are valuable in both academic and professional settings.


For some students, esports may provide a platform to practice working as part of a team, potentially improving their ability to cooperate and communicate with others in a variety of contexts. These skills are often transferable to group projects, sports, and future work environments.


2. Problem-solving and critical thinking Esports games often require players to think quickly and solve problems in real-time. This ability to assess the situation, devise strategies, and make decisions under pressure may have potential benefits for critical thinking. The need to adapt to changing circumstances within the game can encourage players to approach challenges from multiple angles and consider different solutions.


February 2025


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44