In the ACES project, we are investigating theimpact of transformative education through playful approaches and experiences towards developing social resilience, targeting young people in Malaysia, Vietnam, and Indonesia. Aligning with the United Nation’s Sustainable Development Goal on equitable, inclusive quality education, we are developing an innovative pedagogical model and its associated programme of playful, experiential, co-creative, and participatory activities.

Funded by the UKRI-ESRC under the Global Challenges Research Fund (GCRF), the project is building on the empathic and inclusive playful and gameful research and practice of Coventry University’s award-winning GameChangers initiative and its sister initiative – CreativeCulture in Malaysia.

The ACES model aims to bridge formal and informal educational contexts and spaces towards an inclusive, safe, and resilient society.

Through the community-centred aspect of the approach, young people will be able to develop non-discipline specific capabilities that can sustain them as active life-long learners and contributors to their communities. Teachers and local community groups are engaged in the project to draw on local knowledge and experience and to extend the co-creation and ownership of the educational process to the community. Project outcomes will be translated into policy and practice recommendations.

Visit the project site

Partners

Coventry University

United Kingdom

Coventry University

Malaysia

Universitas Muhammadiyah Ponorogo

Indonesia

Hanoi University of Science and Technology

Vietnam

Publications

Wimpenny, K., Arnab, S., Muhibuddin, F., Mohamad, F., Thom Nguyen, T. T., & Mahon, D. (2022, September 6). ACES - A Community-centred Educational Model for Developing Social Resilience. BERA Annual Conference.

Wimpenny, K., Arnab, S., Mohamad, F. S., Thom Nguyen, T. T., & Muhibuddin, F. (2022). The engaged university: Exploring mutuality and reciprocity between and within communities inside and outside universities through ACES. In E. Bosio & G. Gregorutti (Eds.), The Emergence of the Ethically Engaged University: Vol. (In-Press) (p. (In-Press)). Palgrave Macmillan.

Fadhli, M., Purnomo, R., Utami, D. D., Hastuti, B. N., Mahon, D., & Masters, A. (2022). The Effectiveness of Playful Augmented Reality Media for Teaching Early-Primary Students. European Conference on Games Based Learning, 16(1), 216–224. https://doi.org/10.34190/ecgbl.16.1.632

Arnab, S., Mahon, D., Masters, A., Morini, L., Minoi, J. L., & Mohamad, F. (2021). Towards the mapping of learning, playful, and frugal aspects for developing 21st century competencies and resilience. Proceedings of the European Conference on Games-Based Learning, 14–24. https://www.academic-bookshop.com/ourshop/prod_7645275-ECGBL-2021-Proceedings-of-the-15th-European-Conference-on-Game-Based-Learning.html