Game-based learning (GBL) has gained prominence as an innovative pedagogical approach that immerses students in real-world challenges, fostering critical reflection and deeper understanding. We argue in this article that game-based learning experiences can bridge the gap between theory and practice, providing pre-service teachers with a more holistic understanding of the real-world complexities they may encounter in the classroom. Despite the wealth of literature on game-based learning, there are limited results to confirm the influence of game-based learning as a pedagogical tool, especially in South Africa.

In this study, two simulation games:
(1) Famine and Abundance and
(2) HIV and AIDS simulation were presented to preservice teachers as a pedagogical tool during their Work-Integrated Learning (WIL).

This article presents the findings of a study designed to explore how simulation games can be utilised as a pedagogical tool to facilitate critical engagement with issues of equity and inclusion in teacher education. The objectives were to investigate how these interactive experiences pushed pre-service teachers beyond their comfort zones, challenging their assumptions about socio-economic and health disparities in education. A qualitative, narrative research design was employed to collect and analyse data from pre-service teachers’ narrative reflections based on the reflective journal entries. A purposive sampling was used to sample 1700 first-year Bachelor of Education (B.Ed.) students, referred to as pre-service teachers in the Faculty of Education in South Africa, during their participation in a work-integrated learning excursion. All pre-service teachers who provided consent to willingly participate in the research form part of the study population. The collected data from the instrument followed a thematic analysis, which yielded emerging patterns related to students’ emotional responses, perceptions of systemic barriers, and shifts in pedagogical perspectives. The analysis generated three themes, namely; emotional engagement, pedagogical adaptability, and social justice awareness. The findings revealed that many students initially experienced discomfort, uncertainty, and heightened emotional responses while engaging with the simulations. Moreover, the study found that engaging with game-based simulations encouraged students to adopt a more empathetic approach to teaching, reconsider their instructional strategies, and develop a deeper appreciation for inclusive education practices. Another key finding was that students who initially resisted the simulations due to emotional discomfort ultimately found value in the experience. The participants reported feeling more prepared to handle sensitive discussions in their future classrooms and recognized the importance of fostering safe, inclusive learning environments. The study concludes that discomfort when managed within a structured pedagogical framework, can serve as a catalyst for growth and professional development in teacher education programs of work-integrated learning. The study highlights how immersive simulations encourage participants to confront difficult realities and rethink their roles as future educators in diverse classrooms. Future research could explore the impact of simulations related to disability inclusion, linguistic diversity, and multicultural education to provide pre-service teachers with a more comprehensive understanding of diverse classroom challenges.

Keywords: Game-Based Learning, Pre-Service teacher, Teacher Education, Equity, Inclusion, Simulation Games, Work-Integrated Learning.