Bilyana Dimitrova
(Bulgarian Youth Forum)
The numerous NGOs nowadays are established with the idea to support the personal growth of the young people, to help them gain new knowledge and skills, to explore new career paths and connect with different opportunities, as well as to be more confident, responsible and active members of our society. The young people are encouraged to take part in the decision-making processes and to contribute to their communities on a local and global level. One of the ways to encourage self-expression and establish a stable social connection are the online games, which are used daily by a huge percent (about 80% according to the statistics from 2024) of the young people in Europe and all over the world as means of entertainment and stress relief. The Youth workers are able to identify best what are the current problems faced by the young people in the contemporary world. This mixture of challenges are a result of the rapid social change, the vast development of the technologies and different global pressures in the fields of appearance, academic and career performance, self-esteem, lack of guidance and support in different relationships with friends, family and other social connections. We are used to the belief that online games mainly connect to addictions, mental health issues, anti-social behavior and attitude problems with the young people, but the connection is not always negative since online games are scientifically proven to improve problem-solving and strategic thinking, help shy youngsters build self-confidence and provide a sense of belonging (the people who participate actively in different online games become a part of community, which is often driven by their needs, interests and ideas).
Having all this in mind, we have to highlight that gaming itself is not causing problematic issues if it is not used in an unbalanced and excessive way. And this is the twisting point, which should be identified by the youth workers in the NGO-s, the teachers at school and the trainers who work with youngsters. Online games are a powerful tool, which in their hands can be turned into a reasonable and efficient empowerment for the problems which bother the minds of the young people of today on a daily basis. Youth workers can use online games as safe, engaging tools to support learning, wellbeing, and social development—when they are used intentionally and ethically. Below you can find practical, youth-appropriate strategies that work well in schools, youth clubs, and other community institutions.
Firstly, online games such as Minecraft, SIMs, Roblox, etc. can be used as Engagement Tools and not just for entertainment. Since they are played by a vast majority of youngsters they can be included in start sessions as ice breakers or used as cooperative games for team-building. The teachers and youth workers can also use quick browser-based games and quizzes for warm-ups and hooks in order to engage their audience before a discussion on various topics and increase the level of confidence while sharing opinions in the process of decision making. (Kahoot, Quizzit, Mentimetre, Crafting Loop, Guess Where You Are, etc..) While implementing different projects for youth and youth-related issues, the youth workers should choose Cooperative and Social Games, focus on ones that encourage teamwork, communication and shared problem-solving since co-op games reduce unhealthy competition and help develop social skills. For example the game Minecraft has two main different direction modes: creative and survival one. Talking about creativity, youngsters can design the surroundings and environment by sharing their ideas through the Minecraft game and having an impact on the decisions taken by the policy makers. They have to ensure that everyone participates actively in the games and also rotate the roles from time to time, to make the participants experience different models and defeat opinions and ideas. Games can be linked to the Learning Outcomes in the educational processes or tied to real-world skills like decision-making, digital citizenship, emotional regulation, leadership and collaboration by asking reflection questions like „What strategies worked?“, „How did the team handle conflict?“, „What skills from the game apply to real life?“. The youth workers have to create safe, moderated gaming spaces by using private servers or invite-only sessions, establishing clear rules and addressing aggressive behaviour, exclusion or bullying.
Another beneficial strategy while using Minecraft and games in general is involvement of the young people in planning. They should be given the opportunity to co-choose games; help set rules, design tournaments or challenges, and even lead peer sessions which increases motivation, responsibility, and inclusion. Games like Minecraft can be used to support wellbeing, stress relief for emotional expression, build confidence and strategic thinking through short, mindful gaming sessions, balanced screen time with offline reflection or creative follow-ups, combining online and offline activities. It is important for the youth workers and teachers to avoid screen-only sessions and advisable to be followed by short role plays with group discussions or storytelling. Another very important strategy for game based learning is to promote digital literacy and online safety. The youth workers should use online game moments to discuss online behaviour and respect, privacy and data protection, managing screen time and dealing with online conflicts (if any).The participants in the online gaming processes have to be inclusive and accessible. They should offer games that work on low-spec devices, avoid pay-to-win systems, provide alternatives for young people who don’t want to game and consider accessibility needs (colourblind modes, simple controls). Using different online games and gaming platforms is very useful when it is necessary to evaluate and adapt to different conditions in the community. The trainers and facilitators have to ask the young people for their feedback, as well as to observe changes in engagement, confidence, or group dynamics. Their obligation is also to adjust game choice and structure accordingly to the specific group that they are working with.
And last but not least comes the question where exactly can online games be used in education and youth work? The answers are various and could be tailored according to the needs of your target group, but there are a few general ideas:
- At school, during a lesson for engaging/ learning/practising/revising knowledge. (quizzes, browser games, cards, games created with a special educational aim). * In problem solving with the idea to share and defend opinions as well as build critical thinking skills. (while distributing roles among the students and then reverse them to make the participants experience the different points of view).
- To share creative ideas while designing infrastructure and environment. (Asking the participants to share ideas and design an area which is meant to be used by them in the future according to their needs).
- To raise awareness about climate change and other environmental problems. (To illustrate with the help of gamification how human activity can affect the environment in a negative way and provide possible solutions in the gaming process.)
- In language learning and practice. (To learn new vocabulary, specific for the particular game Minecraft, SIMS, Roblox), to improve your grammar and become more fluent speaker by practising the language with foreign players in the chats of the games|).
- To increase active citizenship and social engagement. ( By creating small quizzes, browser games on hot topics in order to increase youth participation in the field of elections, active citizenship and decisions in youth policies – Minecraft, Quizzit, Kahoot, Menti Meter, Action Bound, etc.)
- To boost digital skills. |(By playing all the online games with a specific purpose, intended by the youth worker, who facilitates the gamification process).
- To establish a sense of community. (By organizing digital/hybrid teambuilding activities with the help of Kahoot, |Action Bound, Mentimeter or other applications in order to provide team cohesion and unite the target group for a better future outcome of their work.)
- To measure the results/outcomes after a specific activity to assess the work done. (By different digital tools and online game applications, the youth workers are able to visualise the results after having implemented a particular activity).
Finally we can conclude that online games are a tool, not the goal. When used intentionally, they can foster connection, learning, and wellbeing—while meeting young people in a space they already value.
*The text was written within the framework of the Erasmus+ project „Minecraft for Youth Participation“, № 2025-1-PL01-KA153-YOU-000298635, co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.