Young minds learn and explore through play. In an increasingly digitised world, ‘play’ has shifted its base to digital and virtual worlds, even for the youngest minds with basic cognitive skills. The relevance of sustainable education practices for early learners becomes paramount, especially in the wake of recent pandemic of COVID -19 which
catapulted the education system into the digital domain.
The paper elucidates the core problem of adapting traditional education systems to the digital era. Evolving definitions of sustainable education, learning, retention, educator and learner are fructified and shifting dynamics between them, through primary data from providers of gadgets or technology and secondary research on changes in child psychology due to prolonged exposure to digital and virtual worlds. The research takes into account the disparities prevalent in different regions of India and shares insights into the challenges and opportunities unique to this demographic with a specific focus on the rural-urban divide. The research delves into the significance and effectiveness of gamification in e-learning to bridge these gaps and enhance learning outcomes, offering a fresh perspective on sustainable education practices. However, cautions against the plausible negative impacts on child psychology from excessive screen time and gamification-induced addiction are discussed.
Sustainable education can harness the power of gamification to engage and inspire young learners and there is a great scope for growth in this dynamic field while remaining vigilant of the negative repercussions. Ultimately, the paper provides a valuable framework for educators and policymakers navigating the ever-evolving landscape of digital education.