The transition to a green and digital economy requires more than technological innovation,it calls for inclusive education systems that ensure everyone can participate in shaping a sustainable future. The MINECROP project, through its creative use of Minecraft as an educational platform, redefines access to agricultural training by making sustainability learning engaging, equitable, and digitally inclusive.
In many European regions,particularly rural and remote areas of Poland, Romania, Greece, Spain, and Estonia,traditional agricultural education often struggles to reach learners with fewer opportunities. As one recent overview states, across the European Union only about 7.1 % of farm managers participated in vocational training in the previous 12 months (2020 survey). Further, in Greece fewer than 6 % of farm managers in some regions took part in vocational training; the share is similarly low in Romania. MINECROP directly responds to these challenges by offering a virtual learning environment that removes barriers to participation.
Breaking Down Barriers in Vocational Learning
MINECROP’s approach to vocational education and training is rooted in accessibility. By transforming Minecraft into a tool for agricultural simulation, it allows students and farmers to explore complex environmental systems without the need for physical resources or expensive equipment. Learners can experiment, fail, and try again,building confidence and competence in a safe, interactive space.
For example, serious games such as SEGAE (an online simulation for agro-ecology) have shown that students increased their knowledge significantly,especially those with little prior experience,and over 86 % reported enjoying the game. This demonstrates the potential of gamified learning tools for engaging those who might otherwise be excluded or disengaged from classical training formats.
Importantly, this digital accessibility particularly benefits young people in rural or isolated areas, where in-person agricultural programmes may be limited. It also opens opportunities for women, migrants, and individuals with lower skill levels, who often face social or structural obstacles in traditional VET settings. By integrating game-based learning, MINECROP promotes equal participation, nurturing curiosity and inclusion in the green transition.
Inclusive Pedagogy Meets Digital Innovation
The project’s methodology aligns with principles of Universal Design for Learning (UDL),offering multiple means of engagement and representation to accommodate diverse learning styles. Visual learners can observe and interact with dynamic ecosystems, while experiential learners can directly engage with problem-solving tasks and decision-making scenarios.
The broader context supports this integration of digital skills: In the EU, 80 % of young people (ages 16-24) had basic or above-basic digital skills in 2019, compared to 56 % for the whole 16-74 age group. While this statistic is somewhat informal, it underscores the high prevalence of digital ability among youth,a key asset for game-based learning.
In terms of VET more specifically, the report “VET skills for today and future” shows the percentage of VET graduates among 20-34 year-olds in Poland was ≈ 52 %, and in Greece about ≈ 29 %. These figures highlight varying levels of vocational education uptake across partner countries, underscoring the importance of bridging gaps in engagement and capacity.
Educators participating in the project have reported that the Minecraft-based approach increases engagement among students who previously struggled with theoretical or text-heavy instruction. The immersive nature of the platform transforms abstract sustainability concepts into tangible experiences, where learners “see” the consequences of their actions in real time,whether it’s crop failure due to poor resource management or the benefits of reforestation and renewable energy use.
Promoting Equity through Collaborative Learning
Collaboration lies at the core of MINECROP’s learning philosophy. Participants must coordinate with peers to achieve common environmental goals,fostering teamwork, empathy, and communication. This shared decision-making process reflects the collective responsibility required in sustainable agriculture and encourages inclusive dialogue among diverse groups.
Such cooperative learning experiences help to bridge cultural and educational divides. In mixed classrooms,where students may come from different linguistic or social backgrounds,Minecraft serves as a universal language of play, enabling collaboration beyond traditional communication barriers. As noted in educational research (Arnab et al. 2019; Nebel et al. 2016), collaborative gaming enhances engagement, social cohesion, and shared understanding.
Towards a More Inclusive Green Transition
Beyond teaching sustainable farming, MINECROP demonstrates how digital inclusion can drive environmental inclusion. By equipping learners with both green and digital skills, the project contributes to the EU’s objectives for the green and digital transition.
Consider the broader agricultural workforce: According to a 2023 “TG Nurturing Skills” background paper, within the EU there are approximately 17 million people working in agriculture; of these, around 81 % are part‐time and the full-time equivalent is about 8.6 million. Also, 58 % of farm managers are aged 55 or older, and over 70 % of farm managers have no formal training. These numbers underline the urgency of engaging younger, better-trained learners in sustainable agriculture.
Moreover, the EU’s Common Agricultural Policy (CAP) evaluation indicated that the level of basic training among farmers increased from 12 % in 2010 to 23 % in 2016, and advisory services advising farmers increased from 178,500 (2007-13) to 643,741 (2014-20). Whilst progress is evident, there remains a significant gap for innovative, inclusive training tools,exactly the niche MINECROP aims to fill.Its open-access resources,the MINECROP Guidebook and the upcoming Minecraft World,will be freely available in six languages (English, Greek, Spanish, Polish, Romanian, and Estonian), reflecting the project’s strong commitment to linguistic accessibility and European cooperation.
