Enhancing students’ social and emotional competences fosters empathy, effective communication, and problem-solving abilities, which are essential for personal, academic, and professional success. However, measuring emotional and social competences in the classroom is challenging and uncommon. This study introduces an experiential learning methodology that uses Escape Room activities as a teaching tool, to assess and improve emotional, social, and cognitive (ESC) competences of business students.
The integration of experiential learning methodologies in higher education is increasingly recognized for encouraging deeper engagement and development of ESC competencies. Unlike conventional educational activities, Escape Rooms provide real-time, interactive scenarios where students actively apply and refine their skills. This approach engages students emotionally and socially, promoting self-awareness and interactive learning.

The current study aims to validate Escape Rooms as a methodology for measuring and developing ESC competences among Business Management students. The participants of the pilot test were students enrolled in bachelor and executive programs at ESADE Business School in the Ramon Llull University (Spain). They completed the activity in groups of 6-10 people. The Escape Room activity featured 10 tests or puzzles that each team needed to solve. These challenges included logic, collaboration, and alternative thinking. Additionally, participants completed a survey to assess their emotional competences, psychological safety, conflict levels, and perceived team efficacy. Team performance was evaluated using objective indicators such as the time spent on the activity, the number of hints used, and the final scores obtained from various tasks. The session concluded with a debrief to reflect on the learning from the activity. The main results obtained in the activity, including association between emotional and social competences and team performance are presented and discussed, providing insights into the efficacy of this learning method.

In summary, this study demonstrates the potential of Escape Room activities as an innovative approach to enhancing and assessing emotional, social, and cognitive competencies in higher education. By engaging students in interactive and collaborative scenarios, this methodology not only fosters essential skills but also provides valuable insights into team dynamics and individual performance. The findings suggest that incorporating such experiential learning techniques can contribute to the holistic development of students, preparing them for future challenges in both personal and professional contexts.

Keywords: Experiential learning, escape room, interactive learning, collaborative learning, teamwork, competence development, emotional competence, social competence.