Esports taught us the real lesson about curriculum innovation

At London South East Colleges, one of our recent curriculum innovations has been the introduction of esports. When we launched this course in 2022, we knew young people were highly engaged in gaming and digital culture. However, turning that interest into a meaningful curriculum with clear progression opportunities was another matter.

One of the earliest lessons we learned was that successful curriculum innovation requires a comprehensive approach that extends well beyond the introduction of a new qualification.

Initially, recruitment was slow and this was partly due to us not having the right person to lead and champion the provision. The turning point came when we recruited someone with genuine industry experience who was willing to train as a teacher while helping to shape the programme.

The difference was immediate. Students responded to someone who understood the industry and could connect learning to real practice in an authentic way.

This reinforced an important principle that applies across curriculum innovation – having the right staff teams in place is just as important as designing the right curriculum.

Today, our esports provision has grown from a single level 3 group into a broader offer across levels 2 and 3. Our students recently won the British Esports Student Championships, demonstrating how far the programme has developed.

However, one of the biggest challenges has not been delivery but perception.

Esports is often dismissed as ‘just gaming’, despite the fact that students develop skills across business, marketing, event management, broadcasting, digital production and teamwork. Indeed, in any innovative curriculum area, new subjects often face misconceptions.

Whether introducing esports or other emerging curriculum areas, colleges must be prepared to explain the skills being developed and the future progression or career pathways available. Employer endorsement and learner success stories are all critical in building confidence and credibility.

Innovation should never be driven solely by student interest. Students, parents and employers need confidence that qualifications lead somewhere meaningful, whether that is employment, apprenticeships, higher education or further training.

Within our esports provision, learners now progress into higher education and employment across media production, business, marketing and games development. Building those pathways from the outset, and communicating them to prospective students, was crucial to the programme’s success.

Employer engagement has also played a central role. Recent work experience placements have included opportunities with BLAST.TV at the BLAST Premier London Open at Wembley Arena, where students supported the delivery of a major international esports event.

Experiences like this bring learning to life, helping our students understand workplace expectations and the breadth of opportunities available. They also provide reassurance to parents and carers who may initially be uncertain about newer pathways.

Perhaps the most important lesson is that curriculum innovation is not simply about creating new subjects.

My own background is in hair and beauty, and I see daily how technology is reshaping professional practice. Artificial intelligence, facial recognition software and digital consultation tools are becoming increasingly common. Construction is evolving through retrofit and sustainable technologies. Healthcare continues to develop through advances in digital systems and patient care.

The challenge for colleges is therefore much broader than introducing new curriculum areas. It is about ensuring that all provision evolves alongside industry change.

That places significant importance on staff development. Colleges cannot expect staff to adapt to changing industries without investment in high-quality professional development. Innovation flourishes when staff feel supported to learn and build confidence in new approaches.

At the same time, innovation must complement rather than replace high-quality vocational education. Industries will continue to need skilled bricklayers, carers, beauty therapists, hairdressers and electricians. The goal is not to abandon established pathways but to ensure they remain relevant while creating opportunities in emerging sectors.

As colleges respond to curriculum reform and changing economic demands, the key lesson from our experience is that successful innovation is not just about the qualification itself. It is about strong leadership, industry credibility, employer partnerships, staff development and clear progression routes. Those principles helped make our esports programme successful and can now be applied to future innovation across all our curriculum areas.