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The main purpose of this study is to check the potential impact of gamification on communicating CSR issues.

The examination was conducted concerning the correlations between income/education level and communication effectiveness with and without gamification application. For the need of this study the survey was prepared, containing inter alia narration resting on helping Dwight to deal with the problems with adjusting to work environment, the problem often avoided in corporate social responsibility (CSR) communication research, especially gamified.

Findings show that gamification can help in this area, but depending on the author’s goal (spreading the news is the most relevant one).

Although the gamification gained substantial interest over the last decade, the results of applying the same into CSR communication are still very rare.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.