This paper introduces a novel approach to teaching and learning through the use of a combination of gamification and flipped-classroom strategies, applied in a Politics of the Global South course. It involves a sequence of workshops where students leverage their experiences from playing the video game "Global Conflicts: Palestine" as a starting point for an in-depth examination of the conflict, by also integrating additional resources such as lectures and testimonies. The purpose of this educational strategy is dual: firstly, to establish a reflective environment that enables students to gain a thorough understanding of the conflict’s origins, the perspectives and priorities of the key parties involved or impacted, and the principal challenges to resolving the conflict. Secondly, to improve a range of essential cognitive, skill-based, and affective learning outcomes, which are critical competencies in the fields of Political Science and International Relations. The findings of this study indicate that active teaching and learning methods are effective in aiding the comprehension of complex, multifaceted issues and in encouraging the development of new insights and perspectives on unfamiliar situations. Furthermore, the study highlights that promoting active student participation in their own learning process can significantly enhance teaching effectiveness and support the attainment of crucial cognitive, skill-based, and affective learning outcomes.