This paper develops the conceptual foundations and a prognostic model for embedding gamification into the personnel training system of consumer cooperatives. Drawing on the need for a systematic renewal of educational environments, gamification is theorized as a strategic, long-term process that fuses game-based techniques with institutional objectives. The study employs a sociological survey conducted among faculty, students, and administrative staff at the Kazan Cooperative Institute to map perceptions of gamification complexity, age-related influences, gender neutrality, preferred methods, and expected socio-pedagogical outcomes. The findings reveal a fragmented yet predominantly positive attitude: while a substantial share of respondents acknowledge the benefits for learner engagement and leadership demonstration, ambivalence persists regarding the ease of implementation and the risk of stress-induced resistance. Priority is assigned to game design, complex business simulations, gamified motivation systems, brainstorming, and gamestorming, whereas artificial-intelligence-driven games and case studies receive less immediate support. The prognostic model integrates normative regulation, capacity-building for academic personnel, evaluation frameworks for deans and department heads, and mechanisms for aligning gamification with the cooperative sector’s employment needs. The model is structured around key performance indicators such as attendance growth, knowledge improvement, and expansion of game-infused classes, while also targeting brand attractiveness and social integration. The paper concludes that a coherent gamification concept, supported by tailored methodological guidance and a nuanced understanding of age-sensitive engagement, can transform the socio-cultural environment of a cooperative university and enhance both human capital development and sectoral sustainability.