This proposal presents an educational innovation designed to foster critical understanding and awareness regarding the sustainable management of strategic natural resources through a gamified approach. In the context of increasing geopolitical tensions, technological dependencies, and environmental challenges, the activity focuses on the analysis of key chemical elements—such as lithium, cobalt, and rare earths—and their roles in global supply chains. The pedagogical objective is to promote interdisciplinary learning aligned with the Sustainable Development Goals (SDGs), with a special emphasis on SDG 6 (Clean Water and Sanitation), SDG 9 (Industry, Innovation and Infrastructure), and SDG 12 (Responsible Consumption and Production).

The core of the activity is a gamified periodic table, conceptualized as the central game board. Each chemical element on the board is contextualized with real-world sustainability issues related to its extraction, processing, or distribution. Participants, organized into collaborative teams, progress through the board by rolling dice, which determines the chemical subgroup from which they can select an element. This mechanic introduces a ludic and strategic dimension that enhances motivation, active engagement, and informed decision-making within a simulated learning environment.

Selecting an element triggers a question connected to real-world dilemmas such as environmental impacts, socio-economic conflicts, or technological challenges. Teams must analyze the situation, articulate their response from a sustainability perspective, and propose viable solutions. These challenges are designed to foster transversal competencies including critical thinking, complex problem-solving, teamwork, and effective communication.

To further deepen engagement and introduce real-world dynamics, the game includes single-use strategic cards (e.g., double points, point theft, extra turn), which allow teams to influence the game's progression. These cards simulate tactical decision-making and short-to-medium-term planning, echoing the resource constraints and consequence-driven choices typical of real sustainability management scenarios.

The activity concludes with both formative and summative assessments using tailored rubrics. These assess the quality of responses, the strength of arguments, the relevance of proposed strategies, and the integration of sustainability principles. The aim is not only to convey conceptual knowledge but also to generate reflective spaces for the development of key competencies for sustainability education.

Overall, this gamified learning experience reimagines the periodic table as a transformative educational tool. It enables students to grasp the complex challenges surrounding the management of critical raw materials in a globalized world, moving beyond disciplinary boundaries toward a systemic and integrative perspective.

Keywords: Gamification, Sustainability Education, Critical Raw Materials, Interdisciplinary Learning.