Gamification, or the idea of using game design elements (such as levels, badges, and others) in non-game contexts, has rapidly gained ground in the field of education. In recent years, an intense debate has emerged around this concept, while research on this practice has grown. Most studies indicate that gamification can enhance students' motivation, interest, and academic performance, as well as facilitate the acquisition of cognitive skills and learning strategies. However, little attention has been given to the influence and impact that teachers' decisions can have when selecting gamification elements to design educational activities. In this regard, this article aims to analyze gamification as a central element in the educational context, identifying the contradictory findings between the pedagogical actions promoted by this practice and the theoretical foundations that support them. On the other hand, it seeks to provide teachers with a framework and perspective that allows them to consider the relevant aspects of gamification for its implementation in their educational practice. In this context, teacher training is considered fundamental to fully leverage the advantages offered by this methodological strategy in the current educational context. Additionally, this work advocates for the need to promote a significant transformation in teachers' way of seeing, thinking, and acting. This implies a change not only in the conception of education and learning but also in the adoption of new digital skills and competencies for the design of gamified educational activities. Finally, it is expected that this perspective can benefit both teachers and students by providing opportunities for learning and motivation in a changing educational environment.
