Teachers’ Understandings of Using a Game in Sustainability Education—A Case Study from Sweden

There is a pressing need for education regarding sustainability and previous research has focused more on students and less on teachers. This article explores teachers’ understandings of using the game Climate Call, which covers carbon dioxide content, in the General Science classroom to teach sustainability. This case study involved four teachers and six upper secondary classes in Sweden, from whom data was collected through fieldnotes, video recordings and interviews. The data has been analysed through the framework of the didactical tetrahedron, modelling the interactions between teacher, student, sustainability and the game in teaching and learning. The results indicate that teachers recognise new opportunities for teaching sustainability and for using the game’s content to highlight other aspects of the subject. The game also creates new interaction opportunities between students and teachers, though not all interactions were without obstacles.