This article analyses the use of the escape room model as a didactic tool within the social sciences. The escape room format is situated within the perspective of contemporary learning theories and educational practices in higher education. The aim of the article is to present an overview of the theoretical concepts that underpin the design of educational puzzle rooms, with reference to paradigms such as experiential and collaborative learning, learning through failure, as well as gamification and edutainment. The implementation of escape rooms in teaching plans is intended to enhance competences such as critical thinking, retention, motivation, and initiative, while also enabling effective knowledge transfer. The primary objective of the article is to outline a conceptual and theoretical framework for the use of escape rooms in the didactics of the social sciences.