Gamification has emerged as a significant trend in human resource management over the past decade, with research highlighting its numerous benefits in educational contexts. By fostering enthusiasm for learning, enhancing cognitive abilities, boosting motivation, and improving collaboration, gamification positively impacts various psychological aspects. Additionally, it enhances specific learning outcomes in key areas such as problem-solving, creativity, critical thinking, and decision-making, which are crucial for future managers and leaders (21st century skills).

In response to these findings, the „Game4Change – Playful Learning in Next Generation Entrepreneurship“ project (https://g4c-nge.eu) brings together business schools and higher education institutions from the Netherlands, Belgium, Germany, Poland and Slovenia.. The project aims to create a study program focused on Next Generation Entrepreneurship (NGE), designed to equip students with the skills to address entrepreneurial challenges through gamified methods. The curriculum comprises three modules where students learn to develop innovative ideas, design sustainable and impactful business models, and implement new leadership strategies, all within an international team setting. Gamification is integral to both the content and methodology of the course, incorporating various game elements throughout the program. This innovative approach empowers students to become pioneers in their entrepreneurial journeys.

The three modules of the NGE curriculum – Ideation, Business Modelling and Leadership –, along with the integrated gamification elements and digital tools, are presented in this paper. The curriculum was piloted during the winter semester of 2023 in various regular study programs at four European business schools and higher education institution involved in the project - Fachhochschule Dresden (Germany), Doba Business School (Slovenia), Rotterdam University of Applied Sciences (Netherlands) and WSB University (Poland) – with the participation of more than 300 students. It was evaluated using both qualitative and quantitative methods, including as midterm and end-term student surveys and focus group discussions with lecturers.

The paper focuses on the preliminary results from the first phase of the pilot, highlighting the impact of various gamification elements on learning processes. These findings provide valuable insights for the gamified design of entrepreneurial education programs. Additionally, the paper also examines the student bootcamp, a transnational event held in June 2024, which further reinforced the practical application of the NGE curriculum. This event allowed students to exchange ideas and reflect on their experiences, fostering a deeper understanding of the entrepreneurial challenges addressed through gamification.

Keywords: Entrepreneurial Education, Gamification, New Curriculum, Playful Learning, Research.