Elementary and secondary schools are left grappling with significant challenges in the current education system. Educators face increased workloads, stress, and anxiety, while student attendance and engagement have plummeted (People for Education, 2022). Additionally, a survey by the Pew Research Centre indicates that 48% of educators rate students’ academic performance as fair or poor (Lin, Parker, & Horowitz, 2024). To address these issues, innovative pedagogical approaches, such as gamification and game-based learning, can be utilized to transform K-12 learning environments. Creating a sense of connectedness to course content and a community of learners is crucial for student persistence, subsequently leading to higher achievement and satisfaction (Johnson et al., 2022). Teachers should create environments where students feel connected to a community and use a framework to evaluate and match technology tools to students’ developmental capabilities and learning objectives to promote active learning (Johnson et al., 2022). Both gamification and game-based learning can meet these needs by leveraging technology to foster student connectedness by facilitating collaborative learning. Furthermore, these instructional methods have the potential to enhance student motivation, participation, and overall engagement, ultimately helping to mitigate the challenges faced by students and educators. 

“The global pandemic has reshaped many aspects of the educational landscape” (Pappas, 2021).

As the landscape of education has undergone drastic changes due to the COVID-19 pandemic, several stakeholders are facing significant challenges in adapting to the lasting impacts. Limited resources and funding, low student engagement and motivation, and a lack of personalization are some of the many challenges faced in online learning (Pappas, 2021). Student engagement is a fundamental aspect of education, yet little is known about how K-12 school students engage in online learning environments (Chiu, 2023). K-12 learners are typically extrinsically motivated when it comes to education; enhancing student engagement may help these learners become intrinsically motivated. To overcome challenges associated with low student engagement, collaboration among several stakeholders is needed, which includes ministries, the government, institutions, teachers, parents, and students. 

The Ministry plays a crucial role in curriculum development, providing funding, setting provincial standards, and supplying teaching resources for K-12 education (Government of Ontario, n.d.). In addition to these roles, the Ministry aims to equip learners with seven transferable skills that learners will develop through the curriculum: critical thinking and problem-solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy (Government of Ontario, n.d.). With these skills in mind, various pedagogies can be leveraged to develop these competencies through a variety of digital tools. The government is another key stakeholder that can impact the integration of Information and Communication Technologies (ICTs) to support student engagement (Timotheou et al., 2023). Current legislation may affect which technologies can be used within the K-12 classroom. 

Education institutions are responsible for making decisions on relevant curriculum and digital tools, providing professional development opportunities, and demonstrating strong leadership and management for technology integration. A recent study finds that teachers require greater institutional support and a change in the mindset of educational stakeholders to implement more innovative teaching practices (Timotheou et al., 2023). Furthermore, institutions need to have a shared vision regarding the integration of technology in education and work towards achieving their goal (Timotheou et al., 2023). Institutions should also improve student digital communication skills, the ability to use technology to monitor learning, and online collaboration capabilities (Chiu, 2023). With these efforts, institutions can collaborate with faculty, parents, and students to contribute to a more effective learning environment supported by technology.

"82% of teachers say the pandemic has had a lasting negative impact on students' behaviour, academic performance, and emotional well-being" (Lin, Parker, & Horowitz, 2024).

Teachers often face challenges in engaging their students to meet academic goals (Lin, Parker, & Horowitz, 2024), and leveraging technology may offer a promising solution. Pappas (2021) highlights that teachers struggle to manage their time effectively when planning lessons. Teacher competency in instructional design is crucial for student engagement, yet most teachers have had little to no training in using digital tools (Chiu, 2023). However, the use of ICT and other digital tools can increase efficiency in lesson planning by providing opportunities for a collaborative approach among teachers (Timotheou et al., 2023). This collaborative approach can streamline the planning process and enhance the overall quality of instruction to meet the needs of students.

“45% of parents would opt to keep their children fully online given the chance, and 22% would choose a hybrid model” (Torchia, 2021).

Parents are another essential stakeholder in supporting their children's engagement, especially in online learning environments. Although there may be various reasons why parents may not be actively involved in their child’s education, parental involvement has a significant impact on students’ performance (Pappas, 2021). The integration of technology can overcome this challenge, with institutions facilitating personalized communication to provide updates on attendance, assignments, and performance (Timotheou et al., 2023). However, parents’ own digital literacy and education levels can affect their ability to support their children’s education (Timotheou et al., 2023). Nonetheless, various digital tools can be leveraged to teach parents how to be more involved in their child’s education to support their motivation and engagement in learning environments. 

The last yet most important stakeholders are the students themselves, as engagement is a necessary prerequisite for their learning (Chiu, 2023). Similar to teachers and parents, students often struggle to manage their time effectively, which can contribute to low engagement (Pappas, 2021). Strengthening the teacher-student relationship is crucial, as it significantly impacts student engagement (Chiu, 2023). Moreover, students need to develop their digital literacy skills and become self-regulated learners to thrive in online learning environments (Chiu, 2023). Students must also be familiar with the digital tools used in the classroom and be provided with the necessary support to succeed. Notably, one of the most common challenges in online learning is the lack of digital competencies among students, which hinders their ability to use digital tools effectively (Timotheou et al., 2023). However, the strategic use of technology can support student-centered and self-directed learning. By creating a creative learning environment, technology can offer more opportunities for critical thinking and collaborative learning (Timotheou et al., 2023). Addressing these challenges and leveraging technology effectively can enhance student engagement and help students take greater ownership of their learning.