{"id":11048,"date":"2026-10-05T11:33:27","date_gmt":"2026-10-05T10:33:27","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=11048"},"modified":"2026-10-12T09:54:18","modified_gmt":"2026-10-12T08:54:18","slug":"key-teaching-approaches-empathetic-pedagogy-play-and-games","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-teaching-approaches-empathetic-pedagogy-play-and-games\/","title":{"rendered":"Key Teaching Approaches: Empathetic Pedagogy, Play and Games"},"content":{"rendered":"
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This page introduces you to the developments in some key teaching approaches being employed in the Higher Education sector, empathetic pedagogy, and using play and games for learning. It is for anyone who is teaching or supporting students, in any role.\u202f<\/span>\u00a0<\/span><\/p>\n

Aligned to PSF: V1, V2, K1, K2, K4, A2<\/p>\n

You can develop your understanding of active learning by engaging with our related workshops, Introduction to playful learning and teaching <\/a>Gamification and Game-based learning<\/a> and <\/a>Playing with leadership identity: creative approaches to leading learning. <\/a>Find out more on the Cardiff LTA CPD page.<\/a><\/p>\n<\/div>\n

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On This Page<\/h3>\n

Empathetic and Compassionate Pedagogy<\/a><\/p>\n

Play and Games<\/a><\/p>\n<\/div>\n<\/div>\n

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Empathetic and Compassionate Pedagogy<\/strong>\u00a0<\/span><\/h2>\n

Empathy isn\u2019t just a \u201cnice to have\u201d in education, it\u2019s transformative. Empathetic teaching improves student engagement, reduces anxiety and fosters a supportive learning environment (Stratton-Maher 2025). Killingback et al. (2024: 2) argue that while universities have a range of well-being and support services, that these are outside of the pedagogic experience, and thus there is a need to consider that \u2018we all have a collective responsibility to promote the wellbeing of students in providing a positive learning environment\u2019.<\/span>\u00a0<\/span><\/p>\n

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The notion of caring and responsive teaching encompasses teachers engaging in active listening to students, recognising their emotions, and displaying empathy in addressing their needs (Noddings, 1992). This approach significantly contributes to fostering a supportive classroom environment. Teaching with empathy entails acknowledging and appreciating the voices and choices of students in their learning journeys. Offering chances for students to articulate their interests and preferences amplifies both engagement and motivation (Lambert, 2015; Harter, 2012) (Hossain et al. 2024).<\/span>\u00a0<\/span><\/p>\n

Teacher empathy is the degree to which instructors work to deeply understand students\u2019 personal and social situations, feel caring and concern in response to students\u2019 positive and negative emotions, and communicate their understanding and caring to students through their behaviour (Meyers et al. 2019). Teaching with empathy can also teach students to understand and practice their skills in developing empathy. Read this detailed case study from some of our Cardiff University staff, or <\/span>read their article here.<\/span><\/a>\u00a0<\/span><\/p>\n \n\n

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Case Study: Empathetic Pedagogies<\/h3>
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Using performing arts, ethnographic <\/span>means<\/span> and participatory design to develop inclusive mindsets. The school of Architecture invited students to explore first-hand the needs of performers with physical and\/or learning disabilities through their participation in performing arts games and experimentation. They worked on a live<\/span> brief, engaged with an inclusive drama group<\/span>,<\/span> and proposed stage designs<\/span>. It <\/span>expands from Amalia Banteli\u2019s pedagogical experimentation during the 2020 Welsh School of Architecture Vertical Studio unit:\u202f<\/span><\/span>Access and Inclusion<\/span><\/span><\/a>.\u00a0<\/span>\u00a0<\/span><\/div>\n
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Both the Empathetic Pedagogies project as well as the Access and Inclusion Vertical Studio has shown that creating empathetic bonds between students and members of disabled communities makes students critically reflect on inclusivity as a value within their discipline. Architecture students that <\/span>participated<\/span> in the project found that their design ethos expanded beyond architectural purpose and aesthetics to space-making and communication formats that are inclusive of all.\u202f The live project collaboration and creative tools exchange <\/span>removed <\/span>patronising approaches to participatory design and public engagement and allowed all involved members to contribute confidently to <\/span>different parts<\/span> of the project.<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n

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Video:\u202f<\/span>Student reflections on the Empathetic Pedagogies project<\/span><\/span><\/a>\u00a0<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n <\/div>\n <\/div> \n\n \n

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Play and Games\u00a0<\/strong><\/h2>\n

Playful learning and teaching in Higher Education involves learners being active and approaching a task with curiosity, creativity and joy. Being playful is a state of mind, a way of being and a <\/span>willingness to try something new, take risks and attempt something difficult where success is not guaranteed.\u00a0<\/span>\u00a0<\/span><\/p>\n

Quizzes and <\/span>crosswords<\/span><\/a> are examples of playful approaches which can motivate learners, facilitate social interaction and make useful formative assessment tools.\u00a0<\/span>\u00a0<\/span><\/p>\n

Game-based learning is an example of a playful teaching approach and involves playing games which can enhance the learning experience, motivate and engage learners and develop skills through problem-solving tasks and challenges. There are many types of games such as board, card, physical, digital\/video, table-top role-playing games (TTRPGs) and escape rooms. These resources can help you develop an escape room:\u00a0<\/span><\/p>\n