The rapid digitisation of workplaces and society presents both opportunities and challenges, requiring professionals to understand the broader implications of their decisions in this dynamic landscape. STEM curricula often prioritise technical skills over critical thinking and social responsibility. We addressed these gaps through a teaching approach that combines Collaborative Online International Learning (COIL), Blended Intensive Programs (BIP) and Game-Development Based Learning (GDBL).

While international online collaborations have been widely employed to teach various subjects and skills and have been the focus of considerable research, GDBL, i.e. learning by developing games, has been considered primarily for programming instruction at the secondary education level, with minimal exploration in higher education and international contexts.

The teaching approach was implemented in a course where students worked in interdisciplinary and international teams to develop serious games that illustrate the opportunities and challenges of digitalisation in the context of Sustainable Development Goal (SDG) 16. The course was evaluated to assess the effectiveness of this approach in achieving several key learning objectives, including understanding fundamental concepts related to digital transformation and SDG 16, critically assessing the impact of digital transformation on SDG 16, developing collaboration skills in international and interdisciplinary teams, enhancing critical thinking, and understanding professional responsibility and its relevance in addressing challenges in the students' field of study. The research aimed to explore the wider applicability of GDBL in higher education in combination with international learning, in particular its effectiveness in fostering these skills and understandings.

Despite the complexities of teaching multi-faceted content in an international setting, GDBL proved to be highly effective in providing engaging and interactive learning experiences that resonated with a diverse student body. In particular, the evaluation results showed a significant positive shift in students' perceptions of the role of digital technology in addressing societal challenges, particularly in relation to SDG 16.

However, the approach was less successful in providing deeper insights into digital transformation, possibly due to the intense focus on game development or the difficulty of addressing multiple dimensions within game design simultaneously.

Future research should aim to isolate and evaluate the individual contributions of interdisciplinarity, GDBL, COIL, and BIP to the overall learning outcomes, thereby refining the GDBL approach and improving strategies for fostering social responsibility and critical thinking in STEM education.

Keywords: Game-Development Based Learning, GDBL, digital transformation, sustainable development goals, interdisciplinary, international collaboration, COIL, BIP, Blended Intensive Programme, Collaborative Online International Learning.