The integration of gamification in higher education has become a topic of significant interest, primarily due to its potential to enhance students' 21st-century skills. Thus, this study aims to explore lecturers' experiences in implementing gamification to foster 21st-century skills in first-year university students. This study adopted an interpretive approach, emphasizing subjective interpretations and human perspectives on how gamification enhances effective teaching and improves 21st-century skills in students’ learning. Following a qualitative research design, six lecturers in the faculty of education were purposively selected to participate in the study. They were selected based on their experiences of using gamification in their teaching methodologies. Data was collected using semi-structured interviews and lesson observations to have a better understanding of lecturers’ experiences and determine the effectiveness of gamification during teaching and learning. The study is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework to understand and interpret the findings during the data analysis and interpretation process. The findings of the study reveal insights into the perceived benefits and challenges of using gamification during teaching and learning, including its impact on student motivation and participation, development of competencies and enhanced student-centred learning strategies. Ultimately, this study increased awareness of how gamification can be effectively utilized in higher education to support the development of essential skills for the twenty-first century and offers recommendations for lecturers and universities wishing to adopt the gamification approach. It further adds to the value of computational thinking skills and innovations among first-year students.

Keywords: Gamification, 21st-century skills, Higher education, Teaching and learning, TPACK, Pedagogical skills.