Due to their interactive and engaging nature, escape rooms haveincreasingly been used not only for recreational purposes but alsoin various educational contexts. This study explores the design andimplementation of an educational escape room in university peda-gogy, a discipline lacking prior studies on utilising escape rooms.The escape room focused on curriculum planning and employedthe principles of constructive alignment. Feedback from universityteachers and doctoral students (N = 25) was collected viaa questionnaire and analysed using data-driven content analysis.Results indicate high engagement and perceived educational valuein terms of revision, with recommendations for future applicationstargeting basic-level studies and including smaller groups sizes andmore homogenous groups.