Game Design for Sustainability

Over my years at Crescent, I have noticed that Middle School boys can talk confidently about sustainability. They can clearly explain the concepts and identify responsible actions on tests and assessments. They also thrive in hands-on environments, whether in the classroom or through opportunities such as our Middle School Science Club. They have genuine curiosity and a strong desire for active learning.

What has been harder to nurture is helping boys carry that knowledge and desire beyond school, and turn it into meaningful action in their everyday lives. That space between knowing and doing is something I continue to think about, and it has become a focus in my effort to make learning more purposeful for boys.

To turn this idea into purposeful action, I plan to implement a layered mentorship model. A special task force of Grade 8 students will act as curriculum advisors, guiding their Grade 7 brothers as they research and develop storylines for sustainability-focused games. At the same time, a group of first-year university students will support both groups with project management and the technical aspects of game design and development.

Together, these groups will work toward a shared, authentic goal: creating video games that raise awareness of sustainability issues. By positioning boys as leaders working toward a mutually purposeful outcome, I aim to create a learning environment that feels relevant, collaborative, and worth investing in.

Mentoring isn’t anything new. Research from the University of Toronto reinforces what we intuitively know: boys are particularly responsive to learning from peers through observation and shared action, as peer modelling is crucial to their engagement and learning¹. My goal is to strengthen what we know works well with boys and grow a deeper sense of reciprocal responsibility.

Game design adds a powerful layer to this work. Students deepen their understanding when they create learning experiences², rather than simply consume them. Designing a game requires critical thinking, problem-solving, and iterative design, while also challenging students to communicate complex sustainability issues in meaningful ways. This approach aligns with research showing that boys are most engaged when learning is purposeful, active, and relational³.

I am hopeful that the outcomes of this project will strengthen Crescent School’s commitment to experiential learning, in alignment with Breakthrough 2030's goals. By creating opportunities for boys to lead, collaborate, and design with purpose, this work aims to support them not only in understanding sustainability but in feeling motivated to act on it.