This paper responds to the urgent need for pedagogical renewal in higher education by exploring how active learning and gamification can foster the habits, attitudes, and skills necessary for lifelong learning. In many undergraduate programmes, learning continues to be shaped by traditional, content-heavy teaching practices—particularly those reliant on static PowerPoint delivery. These methods often fail to stimulate student engagement, curiosity, or critical autonomy. This presentation offers a reflective, practice-based account of innovative pedagogical approaches that centre students as co-creators of knowledge, while promoting sustained motivation and self-directed learning.

Grounded in experiential learning theory (Kolb, 1984), critical pedagogy (Freire, 1970), and contemporary lifelong learning frameworks (Illeris, 2007), the chapter highlights the use of collaborative simulations, real-world scenario-based learning, digital storytelling, reflective practice, and game-informed strategies. Gamified activities, including point systems, role-play, problem-solving quests, and the playful use of platforms such as LEGO® Serious Play® or social media-based challenges, have been embedded within undergraduate education and psychology modules. These methods not only reinforce conceptual understanding but also encourage persistence, creativity, and the development of metacognitive awareness (Deterding et al., 2011).

Particular attention is given to the role of gamification in increasing intrinsic motivation, fostering safe experimentation, and promoting feedback-rich environments—elements shown to be especially effective in supporting learners from diverse or non-traditional backgrounds. Qualitative reflections and classroom evidence suggest that active and gamified approaches reframe failure as part of learning, foster emotional engagement, and nurture a sense of belonging.

By aligning teaching practices with the wider mission of higher education—namely, to cultivate critically reflective, adaptable, and curious individuals—this paper argues that gamification and active pedagogy are not merely ‘add-ons’ but essential tools for embedding lifelong learning in undergraduate curricula. It offers practical recommendations for educators, programme designers, and institutional leaders seeking to create more participatory, inclusive, and future-ready learning environments.

Keywords: Lifelong learning, gamification, undergraduate education, active pedagogy, student engagement, experiential learning.