I recently had the opportunity to attend #BettUK, an event that brought together education decision-makers, exhibitors, and innovators from around the world. I listened to inspiring talks, had meaningful conversations about the future and challenges of education in the AI era, and learned about the real-world obstacles schools are facing, along with the strategies and edtech solutions people are implementing to move education forward.
One of the sessions that particularly resonated with me was “Gaming for all: Empowering inclusion and neurodiversity through Esports”. What stood out was that the conversation wasn’t centered only on what technology can do to improve learning outcomes, nor was it simply another discussion about AI and the classroom. Instead, it focused on something deeply human: connection. It highlighted how playing games can connect students to one another, fostering a sense of belonging and community, especially for learners who may struggle to feel included in more traditional settings.
Yes, we have powerful tools today: social media platforms, messaging apps like WhatsApp, and constant online connectivity. But esports offers a different kind of connection. When students play the same games as their peers and participate in a shared challenge, they are not just “online” at the same time; they’re part of a common experience. They’re collaborating, solving problems, communicating, and building shared memories in real time. As the speakers noted during the conference, this form of engagement can foster “a sense of connection to communities,” making it easier for students, especially those who face communication challenges, to participate, interact, and feel seen.
Taking the conversation one step further, the session explored how gaming and esports can support students who experience integration barriers. The key idea wasn’t that games magically solve social challenges, but that they can create a structured environment where students feel safe enough to try. Through teamwork, shared goals, and repeated interaction, students can gradually build confidence in communication and collaboration. That is a significant “game changer” not only for inclusion, but also for mental health and students’ sense of social belonging.
Gaming is also a clear opportunity to generate engagement: learning, practicing new skills, and creating meaningful connections. As my colleague Sebastian Lopez explains in his article, engagement is often the difference between passive participation and genuine growth. When students are invested in what they are doing, learning becomes more sustainable, and the skills they develop tend to stick.
Some of the benefits are:
- *Focus children’s attention on key learning points
- *Make learning activities highly engaging
- *Incorporate rewards that signal progress within the game
- *Use surprise elements to maintain interest and motivation
- *When designed intentionally, gamification becomes more than a motivational layer: it becomes a driver of deeper learning and sustained engagement.
One of the reasons I find school-based esports programs so compelling is that, when implemented intentionally, this student engagement technology can be a structured and inclusive way to boost student engagement while also strengthening learning-relevant skills. The educational value isn’t only in the games themselves; it comes from what students practice through the experience: teamwork, communication, problem-solving, strategy, leadership, and adaptability. These skills align closely with what we want for all learners, particularly those who may not feel confident speaking up in traditional classroom discussions but thrive in environments where collaboration feels natural and enjoyable.
Another important point is that esports can function as a “safe and inclusive space” where a wider range of students are encouraged to participate, including those who may not be able to take part in traditional sports. For example, students with physical disabilities can still join a team, contribute meaningfully, and find community through an esports program. In that sense, esports can provide access to the social and developmental benefits of team-based activities in a way that may otherwise be impossible. Technology can extend that access even further. VR/AR experiences, when used thoughtfully, can open new doors for participation, simulation, and social interaction, creating additional pathways for connection and communication.
At the same time, it’s important to address a reality that often gets overlooked in “edtech optimism”: moderation matters. Gaming is powerful, but like anything, it can have counter effects if it becomes excessive or unbalanced. If students spend too much time isolated or gaming replaces healthy social and physical routines, it can contribute to disconnection rather than belonging. The goal, then, is not simply “more gaming,” but healthier gaming for learning experiences, guided by educators, framed by purpose, and supported by adults who understand both the opportunities and the risks in using this technology.
There has to be an intentional program design, led by experts in technology and education, to avoid the pitfalls mentioned above. Like any powerful tool, esports works best when it’s intentionally designed and supported with clear guardrails. Schools can set time limits and balanced schedules so participation strengthens routines rather than replacing them. Link esports to explicit learning objectives, so it’s not “gaming for the sake of gaming,” but a structured environment tied to outcomes schools care about (like collaboration, strategic thinking, teamwork, etc.). When those elements are in place, esports becomes a learning ecosystem.
Looking ahead, we can make a strong case that many of the skills developed through esports are transferable well beyond the game environment, especially skills like leadership, communication, empathy, resilience, and teamwork. These are precisely the capabilities that will remain critical in a future where AI can handle many repetitive or highly technical tasks. What will differentiate students in the long term won’t be what they can do mechanically; it will be how they collaborate, lead, adapt, and connect with other human beings. These are the skills that will allow students to connect in any environment, breaking barriers either to have fun or for work.
For me, the takeaway from Bett wasn’t that esports is a “solution” to education. It’s that esports, when thoughtfully designed and in moderation, can be a bridge: a bridge to inclusion, a bridge to connection, and a bridge to the type of skill development that will matter more and more in the years ahead. And perhaps, in a world moving quickly toward automation and AI augmentation, that kind of human-centered engagement is not a “nice to have,” but a necessary part of learning.
At the Globant Education AI Studio, we partner with education leaders, publishers, and organizations to create next-generation learning experiences.
From AI-powered platforms to immersive and gamified environments that drive real, transferable skills, we integrate technology, design, and strategy to turn vision into measurable impact.
Education is evolving. Let’s build the future of learning, together.
