Higher education institutions need to play a leading role as drivers of change. In this context, there is a growing trend to develop multidisciplinary approaches to education for sustainable development, and to implement student-centered and problem-based teaching and learning methods to increase student satisfaction and engagement. The method presented here uses an online role-play simulation in which the students represent several stakeholders from the microfinance sector in Uganda, for the overall purpose of increasing financial and social inclusion levels in the country. Several Sustainable Development Goals are addressed from the perspective of interactions between different actors and their specific characteristics, objectives, and interests. This study uses post-simulation data to explore the students’ perceptions about the usefulness of this methodology to foster key cognitive, skill-based, and affective learning outcomes. The implementation of this teaching and learning methodology demonstrated that this active learning method helps students acquire the set of skills and abilities that are expected of graduate students in economics, business, and management, with a special focus on sustainability criteria. Thanks to the methodology in this study, students are able to understand the complexities of the microfinance sector and its potential to tackle poverty and inequality.

高等教育机构需要作为变革的推动者发挥主导作用。在此背景下，发展多学科可持续发展教育方法并实施以学生为中心和基于问题的教学方法以提高学生满意度和参与度的趋势越来越大。这里介绍的方法使用在线角色扮演模拟，学生代表乌干达小额信贷部门的几个利益相关者，其总体目的是提高该国的金融和社会包容水平。若干可持续发展目标是从不同参与者之间的相互作用及其具体特征、目标和利益的角度来解决的。本研究使用模拟后数据来探索学生对这种方法在促进关键认知、基于技能和情感学习成果的有用性方面的看法。这种教学和学习方法的实施表明，这种主动学习方法可以帮助学生获得经济学、商业和管理学研究生应具备的技能和能力，并特别关注可持续性标准。由于本研究中的方法，学生能够了解小额信贷部门的复杂性及其解决贫困和不平等问题的潜力。这种教学和学习方法的实施表明，这种主动学习方法可以帮助学生获得经济学、商业和管理学研究生应具备的技能和能力，并特别关注可持续性标准。由于本研究中的方法，学生能够了解小额信贷部门的复杂性及其解决贫困和不平等问题的潜力。这种教学和学习方法的实施表明，这种主动学习方法可以帮助学生获得经济学、商业和管理学研究生应具备的技能和能力，并特别关注可持续性标准。由于本研究中的方法，学生能够了解小额信贷部门的复杂性及其解决贫困和不平等问题的潜力。