Play in Higher Education: Transforming Learning Through Playful Pedagogy and Creative Practice

In this new chapter, playful learning in higher education is explored as a serious, evidence-based pedagogical approach rather than a “nice to have” extra. Drawing on literature, educator narratives, and a small qualitative study with colleagues from healthcare, business, and education, the chapter shows how play can reshape university spaces into environments that support psychological safety, deepen learning, and foster well-being.

The chapter illustrates how playful methods, such as LEGO® model-building, creative metaphors (giraffes, plants, snakes and ladders), zines, and object-based activities, can help students organise thinking, engage in critical and creative problem-solving, and experience assessment in more authentic, meaningful ways. It also addresses common concerns about infantilising adult learners, highlighting the importance of transparency, clear learning outcomes, and institutional “permission” so that both students and educators can experiment confidently with play in lectures, seminars, and professional programmes.