The COVID19 emergengy and the consequent adoption of online school sessions forced to a sudden acceleration of the use of digital tools in the school system. This phenomenon on one hand led to the adoption of alternative and more flexible ways of teaching and learning; on the other hand it highlighted the lack of innovative teaching approaches able to stimulate autonomy, motivation and involvement of the students. (Commission (SWD 2020, 209).Literature shows that quality and inclusive digital education requires time, skills and adequate resources for planning. GA.M.EL.EARN, starting from the analysis of needs examined by the partnership, aims to: 1) support the transition from “remote emergency education” (OECD, 2020; Hodges C. et al., 2020) to a systematic process of integrated digital didactic paths based on the game-learning pedagogical approach, very effective for increasing students' motivation in digital environments; 2) reduce the gap in classroom dynamics and in the interaction between distance and face-to-face learning; 3) improve school results by reducing anxiety and difficulties especially in subjects such as mathematics, science, mother and foreign language (Coleman Money 2020; Wang et al. 2018; Yusny, 2013).From a survey carried out among the partners, the following problems emerged:1-Difficulty in designing courses by using the pedagogical approach of game-based learning.2-Difficulty in conceiving digital game-based learning paths.The project target group is made up of second and third year teachers of upper secondary schools . The main beneficiaries are students.The general objective of the project is to increase motivation and participation of students through game-based, effective and quality digital teaching courses.The specific objectives are:1) improved effectiveness in designing learning paths based on game-based pedagogy;2) raised the quality of learning paths for an integrated digital teaching, where three intervening components effectively interact: (A) game-based pedagogy, game-based learning (B) digital (online synchronous / asynchronous) and (C) integrated (online and in person) 3) maximize the potential of integrated game-based digital learning in European schools. Schools that are called to effectively answer both to new learning styles of generation Z (dynamics and processes of the game and the digital environment) and to a progressive and massive integration of digital and face to face teaching.GAMELEARN will develop two intellectual outputs strongly practical oriented:IO1: a professional course in MOOC mode that provides teachers with the basics on how digital game-based teaching can be adopted in integrated digital teaching processes. Teachers can learn how to teach through the digital game-based approach.IO2: a curriculum aimed at students for the learning areas with unsatisfactory results in the OECD PISA survey: science, mathematics, mother language and foreign language. The curriculum is also equipped with some practical tools that guide teachers in its implementation. The IO will allow teachers to integrate, in a pedagogically effective way, digital game based learning resources that increase the level of attention and motivation of students to learn, by creating the conditions for improving school performance.It is also expected a learning activity aimed at teachers who will implement IO2.The project aims to produce positive impacts at local, national and European level, to a wide range of players; the main ones are:- Teachers (target group)- Students (beneficiaries)- Families / Parents- School leaders- Participating schools (project partners)- Staff of the school innovators and of the game-based innovator (project partners)- Stahekolders- Other schools.The project has different elements of innovation:● IT TAKES THE PERSPECTIVE OF THE DIGITAL GAME-BASED (DGB) TEACHER, by innovating his approach to teaching.● STUDENT LEARNING: games stimulate and increase the willing to learn.● TEACHER-STUDENT RELATIONSHIP: it is radically innovated; it becomes dialogic and definitively overcomes the traditional approach.The GAMELEARN project is perfectly aligned with the Digital Action Plan 2021-2027 (COM 2018, 12), revised and updated after COVID 19 (COM 2020, 624).

BreKS project has 6 partners and contact teachers have been working together in previous KA2 projects, but not all together. Contact persons have several years experience of international cooperation and KA2 projects and this will benefit greatly our project. Our schools are located around Europe: Finland in the North, Italy in the South, Denmark and Netherlands in the West and Slovenia and Romania in the East. Our schools differ in size and character, as we have one 10th class, vocational schools and high schools participating in this project. Some schools have very multicultural students, some not. These kind of backgrounds will offer us a tremendeous opportunity to compare our cultural habits and gain more information of each others. Each of our partners have a very skilled and motivated teams of teachers who are enthusiastic about the project.The need for this project raises from the fact that populistic parties around Europe have been gaining more and more votes for them self and this might lead to a narrowminded nationalism. Our project wants to make students think and explore the most meaningful aspects of their culture, to teach them to others during mobilities and this way as the amount of real information of our cultures increases the stereotypes and wrong information decreases. Students will be the active members of the project, as they explore what topics are the most important for them about their own culture. During the project students become more conscious about their own culture, learning at the same time real facts about other cultures and this will give us the possibility to compare our cultures during mobilities and enhance the mutual understanding and tolerance which we need in European level.Our project defines ”culture” in a broad way, we have chosen four themes, of which all groups will prepare a teaching lesson for others. Themes food, history, nature and sports/dance are kind of building blocks of each country’s culture. These themes posess very many facts and angles, but we want to explore what does the nowadays’ young people think to be the most meaningful ones. All of these themes have shaped over the years both our national and our personal identities. In BreKS there will be 4 mobilities with 7 students and 2 teachers from each school. Students are aged 15-18. In the first year C2 Slovenia, theme history and C3 Romania, theme sport/dance. In the second year C5 Italy, theme food and C6 Finland, theme nature. In addition we shall have one training for teaches in the first year in C1 Denmark and the second one next year in C4 Netherlands. Planning will happen with students in virtual meetings VM1 and VM3 before the mobilities.For teachers we have a specific task. In each school there is a certain culture or atmosphere, and this is what we want our teachers to monitor, explore and to make a developmental plan for their school. School culture is about the facts how students are taken into consideration during differents decisions, how students can make an influence to school’s practises, is there events for enhancing group coherence, how are the breaks and timetables at school etc. Teachers will monitor and observe the school cultures in each of our schools and they will have the opportunity to compare their thoughts and ideas in the two teachers training we will have.Evaluation will happen in virtual meetings VM2 and VM4 with students in each Spring and the final evaluation with teachers in their VM5 virtual meeting. As we have expertise among our teachers about Twinspace, we will use that platform in our virtual meetings. Sharing responsibilities is important in a project. Each team writes a report after their activity, each participant fills up a feedback questionnaire and evaluations will be dealed with in teachers’ meetings during each of our activities. This way we are able to develop our project and solve quicly any problem we might have. Sharing has started in our team already during planning and writing the application, that we have done it in mutual cooperation.We will store our results and good practises to Twinspace as well as to project´s homepage, they will be open for public. Our plan is to disseminate our results through web in eTwinning, Instagram and live, as with presentations and posters. All partners are ready to continue collaborating with each others after this Project and use the good practises made by teachers in their school-culture task. Long-term benefits of our Project will be seen as the athmosphere at our schools enhances which will influence the motivation and ethusiasm of the students. In addition our staff will gain many new ideas and skills for future international cooperation. Hopefully our Project produces more responsible, open-minded and tolerant citizens in Europe, which will help Europe´s development.

<< Objectives >>We live in a time of constant development. We are face with increased digitalisation, the benefits of which have been particularly evident during the Pandemic. The development of technologies and the trend of even greater digitalisation can consequently be expected in the future. This brings new professions in the future. It is necessary to adapt to this both privately and professionally. With the project we want to achieve a greater connection of vocational education with the needs of economy.<< Implementation >>As part of the project, we will carry out three mobility activities for students and staff, which are designed to lead to the final goal in three steps: developing a handbook for more transparent and easier access to the competencies needed for the professions of the future. The end result will offer wide opportunities for dissemination with all target groups and further expansion of the project and partnerships.<< Results >>The project will provide clear information to educational institutions as well as employers. The result of the project will ensure that the allocators of funds perceive the need for even greater funding for such projects. The effects of these projects on individuals and society are great at both individual and group level, as their effect is to adapt education to the needs of the labor market, thus ensuring better training of learners to pursue the professions for which they are learning.

"HANSE: The evolution of cooperation - computer simulations of trade and interaction The Hanseatic League, providing the project's acronym HANSE, was a successful union of cities centuries ago. The 'Hanse' can be seen as an example of transnational cooperation of which neither only the rich, nor only a few cities, nor only some traders profitted. No, the wealth that was created also supported regional economic success and lead to thriving communities. Students were encouraged to re-create HANSE and produce a couple of very different model trading games. These were actually simulations of interaction, which also mirror dealing with other conflicts or competition in society, in 'real life'.And the rules? The PRISONER'S DILEMMA is in fact a model situation about two basic choices in life. So they are in a way 'digital' choices, you can usually cooperate of cheat, or you can help or refuse to help. Such choices are made by humans beings as well as plants and animals, by money making corporations as well as political or regional or social groups or individuals. In academic studies of 'real life' conflicts, the so-called GAME THEORY, these decisions are usually seen as examples of cooperation or defection (a term which means ""cheating""), and they are made in an 'iterative' way, again and again, for example in early (1980s) computer simulations known as 'Axelrod Tournaments', in which basically cooperative strategies proved to be superior, winning the game. We did not only wish to repeat these computer tournaments, using much improved tools in modern IT. We wished to vary parameters and study a variety of different situations as can be found in 'real life'. We wished to design situational contexts, or learning environments, to be used by anyone, even if they think cheating pays, as people in so-called 'asocial environments or groups' might believe. We did NOT want to tell students that cheating is bad, we wished the students to try out strategies on their own. To EXPERIENCE what the title of Axelrod's book, ""The Evolution of Cooperation"", promises. And what mankind needs, cooperation rather than common failure. The practical concept of HANSE was a 4-step procedure. First students created their own trading games during classes, improving teaching in vocational college courses. Then the trading simulations were converted into software simulations of interaction. After that, the best strategies and results were compared to real life situations, in order to experience and understand when and how players can profit from cooperation, not just money-wise. Eventually our material, hands-on experience, and the software were turned into 'packages' (webpages plus material) to be passed on to other schools, to provide ideas, instructions, lesson plans, Internet support and anything else so that classes elsewhere can relive the experience of the 'evolution of cooperation'. Apart from our goal to enrich teaching and strengthening key competences, we also wished to point out that the teaching profession can be experienced as a thrilling passtime rather than a duty to make a living. After all, we decided to keep all the good games and simulations, not only online simulations, because we had experienced how valuable they are, including the games played on the classroom desks. There is an overview plus teachers' information on http://hanse-dilemmas.net/main-page.html. Because of legal issues we publish photos and personal data elsewhere, not on this internet platform: hanse-dilemmas.net.HANSE is never finished, it will be going on for years. This stems from our 'snowball system' of dissemination, we mainly use personal contacts between schools to pass on the games and simulations that are best choices for the schools that we know and contact. And then HANSE will hopefully spread ... Why don't YOU join in? :) Other side effects were naturally centered around EU awareness and the insight, that only democratic environments provide the grounds for success in any respect. Students from different countries came together, and they still keep exchanging ideas after the project. Naturally, cultural competences, teaching and learning languages, and developing a better command of ESP (English for Special Purposes), all these topics were all meant to play a very important role in HANSE. And did so."

The European labour market is constantly evolving. Young people arriving on this labour market must be adaptable. They must have real professional skills and be autonomous. Above all, they must be open-minded.On the other side, in our schools, especially in the vocational departments, young people are often coming from the lower or middle socio-professional categories. In their everyday life, they are often facing situations that are a real brake for their educational success.That’s why, it’s the role of our School to provide them the opportunity to reach the EU labour market with abilities & skills that match with its needs, whatever their background is.This is the idea of the EuroMELEC project. The « European Mates of ELECtricity » project implies 5 electricity departments, 5 vocational high schools and 5 EU countries (France, Germany, Sweden, Portugal, Slovenia). This EU team of electricity teachers and EU project coordinators will propose to the students of their electricity departments (from 25 to 75 students, depending on the schools) to give a EU scope to their training, with the view to later create a EU electricity course.Through the project, students groups will do various parts of their (2 to 3-year-and-a-half) training with their peers. All the planned activities are part of their curricula (an advantage), but in addition to doing this « at home » in their mother tongue, they will carry out some of them in English with their peers. For example, between the mobilities they will do researches related to the production of electrical energy, to the prevention of electrical hazards or to the refurbishing of an electrical system to make it more eco-friendly,… but instead of « only » doing this at the local level, they will do that with their peers, working online thanks to synchronous or asynchronous working sessions, with the view to go further together and thus improve the final results.During the one-week mobilities, students will work on practical activities in the workshop of their counterparts: for example, choosing the components and cabling an industrial board, programming an automaton, preparing electrical diagrams, doing electrical maintenance tasks,... Tasks will depend on the content of the electricity/electrotechnics curricula in each of our countries.Once again, things will be done together. As the African proverb says: « If you want to go fast, go alone. If you want to go far, go together! »We definitely want to go far… and take our students further. That’s why we are doing this together!It will give an outstanding opportunity to our students to improve their professional skills as well as their cross-cutting or social skills. They will develop their EU citizenship, their language and communication skills and learn from each other. Above all, they will enhance their open-mindedness, a key competence in nowadays labour market. They will be more motivated, ambitious and all of this will lead to an increased employability.Teachers will also largely benefit from the project. They will share their knowledge and specificities and learn from others practices. They will teach parts of their subject in English. They will open their mind and create a real EU-network of electricity teachers.A real-scale test of the ECVET system will also be done along the project. Most of our curricula are divided in subjects and skills, we will allocate a certain amount of credits to each subject/skill, depending on their weight in our curricula. And students will acquire credits abroad, that will be recognized for their final assessment in their own country, that’s the ECVET system.This system is correctly implemented in some of our countries (eg. Sweden) but doesn’t work properly in some others (eg. France). So, the EuroMELEC project will also count a joint staff training event on the ECVET system and will be a lab to test this recognition system with the view to later embed this more widely within our educational systems with the support of our authorities.So, the project is innovative for students, teachers and for educational authorities.As tangible results, the project will count a project website with all the evidences, a Twinspace and a mobile app. for teachers to assess the acquired skills or credits.In addition to this KA229 project, member schools will also exchange their students for longer vocational training sessions in companies through KA102 projects, the short-term KA229 mobilities being a preparation for the longer, which is often needed for our students.Finally, we think that doing this project with electricity departments is particularly relevant regarding the Europe 2030 climate and energy framework, adopted by the European Council in 2014 and revised in 2018. Indeed, energy consumptions and climate changes are a global concern, that’s why « reducing energy consumptions and designing energy-efficient installations » will be a guiding light along the EuroMELEC project.