Global population growth has driven the demand for food and energy, fostering a transformation in agri-food systems. In this context, the agribusiness sector stands out globally, not only for its role in economic development, but also, especially, for its influence on socio-environmental issues and food security (Basso et al., 2024; Oberoi et al., 2023). Furthermore, Brazil’s agricultural production potential is noteworthy, as the country is projected to become the world’s leading exporter as of 2024 (Empresa Brasileira de Pesquisa Agropecuária [EMBRAPA], 2024).

According to estimates from the United Nations Food and Agriculture Organization (FAO) and the Brazilian Agricultural Research Corporation (EMBRAPA), the global population is projected to reach 8.6 billion by 2030 and approximately 9.7 billion by 2050 (United Nations/Organização das Nações Unidas [ONU], 2022). Thus, agribusiness is responsible for sustainably meeting the growing demand for food. In contrast, to achieve the goal of developing an inclusive, sustainable, and resilient agribusiness sector, it is essential to recognize the importance of individual capacity building (FAO, 2024), fostering innovation in the educational system to enhance knowledge transfer and skill development in this field (Santos et al., 2024; Khademi-Vidra et al., 2024; Xu et al., 2023).

From this perspective, the lack of training may compromise compliance with social and environmental requirements in production systems (FAO, 2024). This argument becomes even more evident when considering the several ways to qualify individuals, ranging from continuous training programs to debates and awareness initiatives. Without proper training, an individual may be motivated to act sustainably but lack the necessary knowledge to apply best practices. Therefore, it is crucial to develop teaching and learning programs that simulate agricultural and livestock production while considering the challenges inherent in these activities (Santos et al., 2024).

One way to contribute to this training is to strategically enhance entrepreneurship education (EE) programs, with a focus on agribusiness and sustainable practices (Paredes-Rodríguez et al., 2023; Strousopoulos et al., 2023; Torralba-Burrial & Dopico, 2023), aiming to prepare students, future professionals, and entrepreneurs in the field to address the scarcity of natural resources (Melo & Soares, 2024; Melo et al., 2023). The Brazilian context is particularly favorable for addressing this topic, as the country stands out in agricultural and livestock production. Moreover, with the recent inclusion of entrepreneurship education (EE) in the National Common Curricular Base (BNCC) (Brasil, 2018; Lei no. 14.945, 2024), there is an opportunity to integrate EE with an emphasis on environmental issues. This reinforces the need to develop new methodological approaches for its implementation, particularly tailored to young high school students.

In this context, three strategies stand out for bridging classroom learning with real-world situations: games, simulations, and gamification. According to Kapp (2013) and Boller and Kapp (2018), these three concepts coexist but are not synonymous. Games can be classified into categories focused on entertainment and enjoyment (entertainment games), knowledge creation, learning, and skill development (serious games), as well as simulations, which recreate real-life situations. Simulation, therefore, is a category of games whose primary objective is the recreation of realities. Additionally, gamification involves applying game elements in non-game contexts, such as education (Boller & Kapp, 2018; Kapp, 2013).

Gamification has been widely used in entrepreneurship education in general, and some studies highlight opportunities for its application in agribusiness education (Kovács et al., 2021; Oberoi et al., 2023), demonstrating increased student motivation and engagement (Langendahl et al., 2017). Additionally, the use of games has been shown to foster the development of strategic thinking and decision-making in beekeeping practices (Strousopoulos et al., 2023), as well as raise awareness about sustainable fishing (Huang et al., 2020; Khademi-Vidra et al., 2024; Paredes-Rodríguez et al., 2023; Torralba-Burrial & Dopico, 2023).

In summary, gamified approaches in entrepreneurship education, particularly those focused on agriculture or livestock, may face limitations in the selection of tools used. For instance, some business games or simulations tend to address generic themes, disregarding local socioeconomic and environmental aspects (Hernandez-Aguilera et al., 2020; Torralba-Burrial & Dopico, 2023; Xu et al., 2023). Although the educational objectives of gamification should align with the Sustainable Development Goals (SDGs), this is not always reflected in the dynamics of these activities (Huang et al., 2020; Khademi-Vidra et al., 2024; Paredes-Rodríguez et al., 2023; Torralba-Burrial & Dopico, 2023). Furthermore, the literature highlights a scarcity of gamification applications in secondary education, with a predominance of approaches aimed at higher education (Faisal et al., 2022; Soares et al., 2024; Talukder et al., 2024).

Based on the foregoing, the research problem lies at the intersection of two main dimensions: (I) the challenge of finding an effective gamified tool for teaching sustainable entrepreneurship in Brazil, one that adequately addresses specific elements of the local context, such as biomes and geographical characteristics; and (II) the scarcity of gamified approaches aimed at entrepreneurship education (EE) in secondary education. Thus, this article aims to propose and present a gamified simulation titled EcoFarming. This multiplayer web-based tool is designed for high school students and seeks to simulate entrepreneurship and sustainable agribusiness management within the Brazilian context. To achieve this, the study adopted the methodological stages of design science research (DSR), covering the conception, ideation, and conceptual model of the game. The performance metric used in EcoFarming’s dynamics will be the clean economy index (CEI), a composite indicator that optimizes revenue generation while ensuring compliance with operational sustainability goals.

When developing a learning technology based on gamification, it is essential to recognize commonalities between games (entertainment, serious games, and simulations) and gamification. Thus, the central purpose of this proposal is educational/instructional (as in serious games) while incorporating elements of fun to make the process more engaging and enjoyable (a characteristic of entertainment games), along with reality simulation (Boller & Kapp, 2018). Therefore, when referring to a ‘gamified simulation,’ this study proposes a simulation of real-life scenarios involving the creation and management of sustainable entrepreneurship. However, its scope goes beyond merely replicating reality, as it integrates game elements such as challenges, rules, feedback, scoring, rewards, and levels to enrich educational activities, engage and motivate students, and enhance their skills, thereby characterizing it as gamification.

It is worth noting that by targeting high school education within the Brazilian context, this study has the potential to contribute to the cross-curricular approach emphasized by the National Common Curricular Base (BNCC), fostering the integration of contemporary topics such as sustainable development. In this sense, the gamified simulation, adapted to the local context, is based on the premise that entrepreneurship education can create value for young individuals even before they enter higher education (Lackéus, 2018). Additionally, the focus on Brazilian biomes as a key element of the EcoFarming proposal is supported by the literature, as it facilitates the contextualization and application of content, preventing the use of examples and scenarios that are distant from the participants’ reality (Lackéus, 2018; Pombo Menezes et al., 2024).

This paper reinforces the need to dissociate entrepreneurship education (EE) from a purely capitalist ideal, as it is not limited to fostering skills for business creation. According to the National Common Curricular Base (BNCC), the objective is to support young people in recognizing their entrepreneurial potential and vocations, allowing them to “identify perspectives and possibilities, build aspirations and goals for present and/or future education and professional integration” (Brasil, 2018, p. 466). Thus, it contributes to the development of more creative and innovative individuals, capable of facing the new challenges of the world (Lackéus, 2018).

Although some studies criticize entrepreneurship education (EE), viewing it as “a new work order that shifts focus away from rights and job stability, reduces business costs, and favors big capital” (Costa & Caetano, 2021, p. 21), this proposal aligns with Lackéus (2018) perspective and acknowledges the relevance of the topic at various societal levels. It highlights that the effectiveness of entrepreneurship education goes beyond job creation, as it can help empower young people to apply their knowledge in addressing socio-environmental challenges.

The consolidation of the EcoFarming simulation presents technological and social contributions and can be justified for several reasons. First, by leveraging the potential of digital technologies to develop gamification-based educational tools, this application can assist in training a new generation of individuals for the Brazilian agribusiness sector. These individuals would be prepared to tackle global challenges such as the environmental crisis and pursue long-term sustainability through responsible production practices. This justification aligns with the agenda of the United Nations Food and Agriculture Organization (FAO), which emphasizes that eradicating hunger and poverty is not possible without empowering men and women in agri-food systems (FAO, 2024).

Finally, another key contribution of this proposal is that the gamified simulation prototype incorporates elements overlooked in previous approaches. These include a narrative centered on decision-making that requires good practices and reflection on the environmental impacts of agribusiness expansion, as well as the integration of dynamics based on the Brazilian context, its diverse biomes, and the country’s specific environmental conditions. From a theoretical perspective, this article contributes to expanding academic discussions on the potential of gamification in teaching sustainable practices in agribusiness. The next stages of EcoFarming’s development and its application in entrepreneurship education, with a focus on Brazilian agribusiness, may encourage future empirical studies, involving experiments that seek to understand the causal relationships between gamified approaches, perceptions of sustainability practices, and entrepreneurial behavior - considering agricultural production not in isolation but as integrated with the demands of other economic sectors.

In recent years, gamification has been increasingly employed for educational purposes, leveraging the potential of game dynamics and elements in academic settings (Isabelle, 2020). This approach aims to make the teaching-learning process more engaging and interactive (Fox et al., 2018; Chen, Albert et al., 2022; Chen, Tang et al., 2022), complementing traditional methodologies (theoretical classes) and enhancing student participation and engagement across various fields of knowledge (Lyons et al., 2023; Zulfiqar et al., 2019).

Regarding the theoretical foundations of gamification, several theories help explain the outcomes observed in gamified approaches, notably flow theory (Csikszentmihalyi, 1990) and self-determination theory (SDT) (Deci & Ryan, 2000). In this context, flow theory is applied in gamified education to illustrate how a mental state can lead to more enjoyable and engaging learning experiences (Melo & Soares, 2024). When students are deeply engaged in a task, they experience increased motivation, autonomy, and a desire to persist, which can be explained by the concept of flow (Csikszentmihalyi, 1990). Thus, flow can help account for students’ satisfaction and participation levels when using games in the classroom (Fox et al., 2018; Liu & Wang, 2019).

To understand human motivation, it is essential to consider psychological needs such as autonomy, competence, and social connection, as highlighted by self-determination theory (Deci & Ryan, 2000). From this perspective, immersion in a gamified simulation is linked to competence, as it presents challenges, achievements, mistakes, successes, and growth opportunities for students (Deci & Ryan, 2000; Melo & Soares, 2024). Additionally, the sense of control and interest in progressing within the game reflect the pursuit of autonomy (Deci & Ryan, 2000). Lastly, the need for social connection involves the sense of belonging to a group (Deci & Ryan, 2000). In educational gamification, cooperation and competition between teams are key dynamics that can influence participants’ motivation.

The gamified simulation for entrepreneurship education follows a methodological approach based on experience, reflection, thinking, and action, in line with experiential learning theory (ELT). According to this theory, learning occurs through a four-stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb & Kolb, 2009; Kolb et al., 2014). In the context of the EcoFarming proposal, students go through all four phases. Concrete experience takes place when participants make initial decisions about starting a business, acquiring new experiences. Then, in reflective observation, they analyze the outcomes of these decisions and consider the significance of their experiences. Next, abstract conceptualization occurs when participants develop innovative ideas or refine their strategies based on acquired information. Finally, in active experimentation, they apply these innovative ideas in the simulation, assess the results, and determine whether further adjustments are needed.

The design science research (DSR) approach in this study guided the creation of the EcoFarming simulation proposal. The DSR method is based on iterative cycles and is used to propose and develop artifacts, referring to solutions specifically designed to address particular problems (Hevner & Chatterjee, 2012). This approach structures the stages of ideation, design, development, evaluation, and refinement of the proposed solution, which is the main objective of this research (Angeluci et al., 2020; Silva et al., 2023).

The choice of DSR is justified by its ability to combine environmental characteristics with a knowledge base, integrating theory and practice in the development of the artifact. This methodology allowed the simulation design to be built upon theoretical foundations of gamification in entrepreneurship education and sustainable agribusiness management, while also ensuring that it will be tested and validated in practice in future stages, involving potential users.

We emphasize that, at the time of concluding this manuscript, a team of software developers involved in this project continues to develop and implement the proposal. After completing the initial version, the team will conduct comprehensive tests and necessary adjustments. Figure 2 illustrates the stages considered in this process.

Figure 2 Source: Elaborated by the authors.

The proposal began with the literature review, as design science research (DSR) recommends that the identified problem should be grounded in theoretical frameworks and empirical evidence. Additionally, the results must contribute to scientific knowledge and provide new evidence in a specific field (Angeluci et al., 2020; Hevner & Chatterjee, 2012).

In designing EcoFarming, decisions were based on widely recognized theories in the literature as well as recent empirical evidence. Furthermore, the proposal aims to contribute to the knowledge base through documentation, application, and publication of results, thus offering perspectives, insights, and recommendations for other researchers and stakeholders interested in the topic.

This research sought to integrate interactions between the environment and the knowledge base through the three methodological cycles of the DSR process:

Relevance: which involves recognizing needs and identifying the problem (Hevner & Chatterjee, 2012);

During the relevance cycle, an opportunity was identified to introduce a contextually relevant educational tool into the Brazilian landscape to address a key challenge: existing digital games do not comprehensively incorporate the specific elements of the Brazilian context, such as distinct biomes, climates, and geographical characteristics. Furthermore, as part of the problem identification process, a review of recent literature was conducted, focusing on systematic and scoping reviews on gamification, entrepreneurship education, and sustainable agribusiness, covering data from different countries, including Brazil.Talukder et al. (2024) and Soares et al. (2024) revealed that most publications and methodologies primarily focus on higher education, and no Brazilian studies were identified in the high school context.

Although Soares et al. (2024) mention the Brazilian study by Melo et al. (2023), it was not analyzed, as it was published after the systematic review period (2017-2022). The cited study implemented a simulation on sustainable fisheries entrepreneurship in high schools, but the tool used was developed by American researchers, meaning it did not accurately reflect the Brazilian reality.

In the rigor cycle, an academic knowledge mapping was also conducted through literature review, scoping analysis, and the examination of empirical evidence from quasi-experiments and case studies. This initial scoping review served as the foundation for generating ideas on the structure and dynamics of the simulation. This ideation process was integrated into the DSR methodology as a reflective stage, assessing how the proposed simulation could contribute to the development of entrepreneurial competencies focused on sustainable production practices among high school students. Thus, it acted as a link between problem identification and the definition of functional requirements. Additionally, since some members of this project are educators in the fields of entrepreneurship and organizational management, with experience in using gamification in their teaching, their scientific expertise was leveraged to support the collection of information needed for defining the conceptual model of the proposed tool.

It is important to highlight that the EcoFarming simulation is being developed by a multidisciplinary team of professionals from the fields of management and information technology (IT). This team includes three educators with expertise in management, entrepreneurship education at both high school and university levels, and the application of gamification in teaching. This solid foundation enabled regular brainstorming sessions, where each team member contributed insights on the effective integration of gamification elements into the proposed design.

After compiling the observations and collecting data, the team held meetings with three IT specialists to discuss the software engineering and development process. During these discussions, educators and developers assessed potential platform functionalities, explored best practices, and refined the functional requirements of the simulation. This iterative process ensured that developers could proceed with implementing the initial version, setting the stage for future testing and refinements.

Finally, in the design cycle, which represents the central stage of the research, the researchers developed the conceptual model of the simulation, integrating it with the other two cycles mentioned previously. Furthermore, subsequent tasks were defined, including their implementation, evaluation, and testing for the refinement of the research-generated product (Hevner & Chatterjee, 2012). The elements considered for implementation in the simulation, in accordance with the environment and the knowledge base, will be presented later in the section on the functional requirements of EcoFarming.

During the literature review for problem and requirement identification, it became clear that gamification provides a promising foundation for entrepreneurship education at the high school level. However, there is a need for clear guidelines on how to design the elements of this approach. The game science paradigm emphasizes key aspects such as play, knowledge in action, reflection, learning, and understanding (Wijse-van Heeswijk & Kriz, 2023). Furthermore, game science argues that game design is the starting point (Klabbers, 2018).

In this context, throughout the three methodological cycles of the DSR process (relevance, rigor, and design), the EcoFarming simulation was designed based on the integration of: (1) actors - professionals with expertise in gamification for high school entrepreneurship education and game developers; (2) contexts - specific characteristics of Brazilian biomes; (3) technological systems - a multiplayer platform. These three factors align with the recommendations of Wijse-van Heeswijk and Kriz (2023), which provide guidance on designing and evaluating games and simulations for educational purposes.

Figure 3 presents the research model, adapted from the information systems framework proposed by Hevner and Chatterjee (2012), and also applied by Silva et al. (2023).

Figure 3 Source: Designed by the authors based on Hevner, A. R., & Chatterjee, S. (2012). Design Science in Information Systems. In Information System Theory (vol. 28). Springer. https://doi.org/10.1007/978-1-4419-6108-2 and Silva, A. E., Albuquerque, E. G. M., Lira, K. G., Lima, F. F., & Luna, A. J. H. O. (2023). MASTER-CIO: Uma aplicação transdisciplinar de serious games para o ensino de Tecnologia da Informação. Gestão.Org - Revista Eletrônica de Gestão Organizacional, 21, 1-29. https://doi.org/10.51359/1679-1827.2023.256853

The performance metric adopted in the artifact will be the clean economy index (CEI), an indicator that balances revenue optimization with the achievement of sustainability goals in operations. The choice of the CEI is justified by the need for gamified strategies that incorporate sustainability objectives (Charkova, 2024), as focusing solely on wealth maximization would not be an adequate sustainability indicator (Melo & Soares, 2024; Melo et al., 2023).

To optimize the performance measurement process in the game, the developers chose to employ data envelopment analysis (DEA). This method examines multiple inputs, such as the decisions made in each round, and generates corresponding outputs, including feedback and results. DEA establishes an efficient frontier to identify the most efficient units in the game, represented by agricultural farms managed by the teams. In this way, the CEI metric is estimated, which ranks the participants in the simulation. Furthermore, the inputs considered include cultivable land area, preserved land area, clean energy generated, technology level, and operational cycle cost. As for the outputs, the model incorporates operational cycle revenue, total assets, and overall cycle production.

The procedures for testing the first version of the EcoFarming simulation, scheduled to begin between late 2024 and early 2025, will include conducting quasi-experiments with high school classes, initially at a federal institution offering entrepreneurship and organizational management courses. In addition to a pilot empirical study on the impact of gamification on learning and other variables, questionnaires will be administered, observations will be made, and interviews will be conducted with students and teachers to collect qualitative data on user experience. This information will allow for adjustments and improvements before the definitive version of the proposal is consolidated.

In the sustainable entrepreneurship education simulation called EcoFarming, the narrative places players in the role of managers of an area of up to 100 hectares, acting as entrepreneurs in the Brazilian agribusiness sector. In this context, participants must make important decisions related to the energy source, water resource use, types of activities (agriculture or livestock), operation mode (organic or conventional), and production management. Thus, the requirement to stimulate the students involved to assume roles like real entrepreneurs in the addressed area is fulfilled (Torralba-Burrial & Dopico, 2023).

Regarding the phases of the proposed simulation, to advance in the dynamics, the participant will encounter two main stages: (1) Phase 1 - Operation setup, which concerns the configuration of the operation, involving seven decisions for the creation of the business; and (2) Phase 2 - Simulation, which consists of the cycles in which the student will effectively manage their property. Thus, in the second phase, the farm’s performance will be evaluated over time, divided into seasons.

This paper presented the proposal for the creation of the EcoFarming simulation for teaching sustainable agribusiness management. Its scope allows for the teaching of various aspects of administration, economics, and sustainability through gamification, preparing students - future entrepreneurs - to contribute to the national agricultural and livestock economy. It is noteworthy that EcoFarming allows for the evaluation of managerial success or failure from a multivariate perspective, differentiating itself from other simulations that consider only asset maximization or the completion of specific tasks as success metrics. Additionally, this proposal incorporates elements ignored in previous approaches, such as the integration of dynamics based on the Brazilian context, its different biomes, and the country’s specific environmental conditions.

Through this study, it was possible to carry out the initial stages of developing an educational game, including needs identification, ideation, knowledge base, definition and design of the conceptual model, and model implementation (ongoing). Therefore, for future work, the remaining development stages will be completed. It is expected that this gamification strategy will raise student awareness, empowering them to adopt attitudes aligned with the Sustainable Development Goals (SDGs): 2 (zero hunger and sustainable agriculture), 7 (affordable and clean energy), 12 (responsible consumption and production), and 13 (climate action).

As main contributions, EcoFarming stands out as an applicable mechanism for gamified teaching, grounded in principles such as sustainability and energy transition. From an educational standpoint, the simulation will allow professors, instructors, and students - not only from the target group (high school) but also from various courses and areas, such as production engineering, administration, accounting, agronomy, among others - to understand the impacts of decisions in agricultural management and clean energy generation. Finally, from a theoretical perspective, the simulation draws attention to the pillars of a new economic matrix and energy transformation, raising awareness among participants about the importance of the circular economy, renewable energy sources, and sustainable agricultural management, fostering reflection on such productive practices.

As limitations, it is noted that the simulation does not consider elements such as the understanding of the tax context and specificities of the agricultural sector, such as differences in productivity by species in the case of livestock. This reduces the accuracy of the data for each operation, which is based on sector averages. However, this is a necessary trade-off to control the level of complexity of the simulation.

As avenues for future research, it is recommended to evaluate the learning impact on high school and university students using EcoFarming as an innovative methodology. Given the possibility of using the tool in the educational context, it is possible to design experiments to find its eventual causal effect on learning and on the perception of sustainability practices, entrepreneurial behavior, and the decision-making process.