Percepción de la Gamificación Educativa en Escuelas Normales durante la Formación Docente en el Periodo 2023–2025

The integration of gamification as an instructional strategy in teacher education has evolved from an emergency response during the pandemic to a pedagogical approach with long-term potential. This study explores the consolidation and perceived effectiveness of gamified methodologies in the Bachelor of Preschool Education programs at public teacher training colleges in Mexicali, Baja California, during the 2023–2024 and 2024–2025 academic years. Using a quantitative, non-experimental, descriptive, and correlational design, a structured Likert-type questionnaire was administered to 30 in-service educators to examine their perceptions and implementation practices. Findings reveal a consistent appreciation for the pedagogical value of gamification, yet a partial and fragmented application in classroom settings. The gap between conceptual endorsement and practical integration highlights the need for sustained institutional support, curricular redesign, and ongoing teacher development. This article contributes to the critical understanding of how educational innovations are assimilated in post-pandemic contexts, emphasizing the importance of contextual adaptation and professional agency in promoting pedagogical change.