Suescún Giraldo, Claudia MarcelaGarcía Sánchez, Samuel MateoHenao Saldarriaga, MarianaPineda Rojas, Valentina2025-10-102025-10-102025García Sánchez, S. M., Henao Saldarriaga, M., & Pineda Rojas, V. (2025). Native knowledge to the English classroom: the role of gamificationhttps://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6456This research explored integrating Emberá Chamí Indigenous knowledge into Colombian EFL classrooms through gamification; in doing so, it aimed to boost cultural awareness. It was conducted as action research within a Medellín university English seedbed. This study involved 12-14-year-olds, and it used qualitative methods under an interpretive paradigm, capturing subjective experiences. Likewise, it highlighted incorporating Indigenous perspectives to foster intercultural competence, a key but underdeveloped goal in Colombian education. To this end, gamification served as an innovative strategy, using game elements to enhance motivation, engagement, empathy, and collaboration. Data from interviews and classroom observations assessed how gamified materials impacted students’ understanding and appreciation of Emberá Chamí culture. As a result, findings suggest gamification effectively promotes cultural awareness through immersive experiences. Therefore, this offers educators insights for bridging cultural gaps and enriching language teaching by integrating native knowledge and technology.25 p.application/pdfenghttps://creativecommons.org/licenses/by-nc-nd/4.0/Indigenous KnowledgeSecond Language InstructionCultural valuesGamificationinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/resource_type/c_7a1fAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Conocimientos indígenasEnseñanza de una lengua extranjeraValor culturalGamificaciónIndigenous KnowledgeSecond Language InstructionCultural valuesGamificationa