National survey shows key trends and identifying challenges in the use of innovative teaching methods
National survey conducted in Latvia by the EKA University of Applied Sciences within the Eco-Escaper project (WP2-A2 Preliminary Research) has studied teachers’ needs, expectations, and constraints in order to support the design of a gamified online learning environment and digital escape room platform. The survey shows key trends in the use of innovative teaching methods, as well as identifying challenges related to time, resources, and institutional support. The overall conclusion of the survey is, the Eco-Escaper project has the potential to address teachers’ needs by providing engaging, scenario-based learning experiences that translate sustainability concepts into accessible and actionable classroom practices.
The study was organised into three key areas: teacher profile and general teaching context, gamification needs and implementation barriers, and climate literacy together with the integration of GreenComp competencies. Each section focuses on understanding not only what teachers reported, but also the underlying reasons behind their responses, highlighting both opportunities and constraints. Total number of respondents was 170 teachers.
The survey results indicate a teaching population that is generally familiar with innovative pedagogical approaches but applies them in a limited and inconsistent manner (88% of 170 respondents). The data also clearly highlight that the most significant barriers to implementing gamification is difficulty aligning the activity with curriculum objectives (31%), the lack of time to design narrative and contents (28%) and technical complexity (26%). The analysis on climate literacy and GreenComp integration block indicates a clear preference among teachers for climate-related topics that are practical, relatable, and directly connected to students’ everyday experiences. Self-assessed readiness to integrate sustainability competences shows 49% of medium/intermediate readiness, 40% of low/no readiness, and 11% of respondents shows high readiness.
Based on the research results, several executive recommendations for platform development have been developed.
The Eco-Escaper platform should be designed to support teachers with an intuitive interface, ready-to-use templates, and pre-built learning scenarios that can be implemented with minimal preparation. Collaborative game mechanics should be prioritised to encourage teamwork and shared achievement, while competition should remain optional. The platform should also include automated assessment, progress tracking, and immediate feedback to reduce teacher workload and make digital escape rooms easy to use within a standard classroom lesson.
The educational content should focus on practical climate topics, including energy use, carbon footprint, and sustainable everyday behaviour, presented through engaging problem-solving and decision-making activities. To support successful implementation in schools, the platform should be lightweight, easily accessible, and accompanied by clear guidelines, ready-made lesson plans, and practical examples that help teachers integrate digital escape rooms into everyday teaching.
The findings will directly inform the Gamification System Design (WP2-A3) and provide essential input for the development of the Functional Online Platform (WP2-A4), ensuring that the solutions are aligned with real classroom practices and user needs.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
