Nurturing pre-service teachers through scenario-based learning—case study

This chapter examines the implementation of scenario-based learning (SBL) at Yew Chung College of Early Childhood Education. SBL combines immersive, gamified environments with practical teaching simulations to bridge the gap between theoretical knowledge and real-world teaching practice. The chapter specifically explores how SBL fosters experiential learning and professional growth among pre-service teachers in Hong Kong. Data were collected through structured interviews with pre-service and mentor teachers who participated in simulated teaching activities at the PPDS. These activities included mock supermarkets, clinics, and animal-themed environments, requiring participants to design, facilitate, and reflect on realistic educational scenarios. The findings indicate that SBL significantly enhances pre-service teachers’ pedagogical skills, confidence, and collaborative abilities, while fostering children’s interest in learning. Participants also reported improved technology integration and problem-solving skills. Challenges included the complex design requirements of SBL, limited institutional support for preparation and assessment, teamwork issues, and resource constraints. It highlights SBL’s potential to transform teacher education by offering immersive, hands-on learning experiences that prepare pre-service teachers for real-world challenges. Recommendations are provided for scaling and optimising SBL in early childhood education, emphasising the need for enhanced institutional support, sustainable implementation strategies, and the use of digital tools in pre-service teacher training.