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This paper analyses the representations and discourse of 41 trainee teachers on the inclusion of gaming elements in education and their potential contribution to covering social problems in the curriculum, and to education  on  and  for  gender equality between men and women. The study follows the principles of mixed methods research, based on the transcription, coding, categorisation, and analysis of data obtained from 34 semi-structured interviews and two focus groups, in addition to their descriptive quantitative analysis. The results showed optimum reception of gamification as a useful formative strategy in the various stages of education and that it can be validly used to include gender as a category of analysis in the teaching of social sciences.

Gamification, social problems, and gender in the teaching of social sciences: Representations and discourse of trainee teachers