EXPERIENTIAL AND GAME-BASED LEARNING FOR TEACHING FREEDOM OF EXPRESSION IN PRIMARY EDUCATION: AN ACTION RESEARCH STUDY

Abstract

This study explores the implementation of an experiential and game-based teaching intervention designed to support primary school students' understanding of freedom of expression through collaborative, student-centered learning activities. The study employed a qualitative action research design involving twenty-one (n = 21) sixth-grade students attending a public primary school in Greece. Data were collected through classroom observations, teacher field notes, and students' written reflections and were analyzed in relation to the study's three research questions. The findings indicate that students experienced the intervention as engaging, meaningful, and participatory, while gradually developing a broader understanding of freedom of expression not only as an individual right but also as a democratic practice grounded in respect, empathy, active listening, and responsibility towards others. Through collaborative discussions, game-based activities, role-play, and reflective tasks, students connected abstract democratic concepts with authentic classroom experiences, negotiated different perspectives, and participated actively in democratic dialogue. The study contributes to the growing literature on experiential and game-based learning by demonstrating their potential to support democratic education through meaningful classroom interaction. The findings also suggest that democratic values may be taught more effectively when students experience them through participation, collaboration, and reflection rather than through direct instruction alone.