"The worldwide surveys show that EU students often lack mathematical competences and key basic competences in science and technology. Situation confirmed also on the Eurydice publication (2017). Even if Estonia and Finland are the two highest performing OECD countries, the most recent PISA results (2015) have shown a drop in the Finnish averages in scientific skills. Thanks to the digital development and education quality, Estonian students achieved both high levels of performance and greater equity in education outcomes. The most critical problems of the Estonian education system are, instead, related to teachers. A recent review by the OECD (2016) identified some policy priorities to improve the effectiveness of the Estonian school system: consolidate school networks, promote professionalism of teachers and school leaders, and make vocational education a more attractive option. Concerning both Belgium and Italy, they are above or on OECD average. Negative trends are emerge by Belgian students who obtained a score in science 502 on OECD average of 493 (-3), in mathematics 507 on OECD average of 490 (-5). In Italy, students obtained a score in science 481 on OECD average of 493 (+2), in mathematics 490 on OECD average of 490 (+7). Even if the scores are getting better, the changing is very slow and difficult. In this context, the specific common national needs are emerged among the countries involved: 1.emphasizing the attractiveness and joy of learning 2.improving social inclusion and gender equity in education. 3.developing schools as learning communities - Favouring a more interdisciplinary and multidisciplinary teaching and learning in European schools, which will lead to a better collaboration among teachers from different subjects. 4.reinforcing school and teachers networks to share resources and best practices. Therefore, G.A.STEM project aimed at: 1.improving motivation in scientific study through the use of “Art-works” as supporter in student creativity development and more awareness of their applications in everyday life. 2.utilizing the attractiveness of the art and technology (in terms of mini-games design and game assets) to improve social inclusion and gender equality. 3.supporting STEM skills (vertical and horizontal skills) useful for professional careers for both teachers and students. 4.improving the collaborative sense among teachers and schools through the exchanging of experience, best practices focusing on the interdisciplinary and multidisciplinary approach. 5.increasing the community sense and citizenship awareness through the discovery of European Cultural heritage constituted of (past and present) art-works produced in the partner project countries. Target groups of the project were Secondary school teachers (as the primary target group) and 13-16 years old students (as the secondary target group). The main results of the project are: - IO1: The report ""Framework to integrate Art in STEM using digital games"" - IO2: The teachers' online course ""ART and Mini-Games"", and - IO3: The report ""Outputs and Recommendations on arts and mini-games in STEM Education"" The results' percieved impact on the target groups is: - concerning students: A total of 153 students responded and participated in the preliminary- and follow-up questionnaire of the project's piloting phase.Students perceive and better understand the real applications of the concepts studied by using the arts in mathematics and science study. This has been confirmed by 64% of students who stated that the contents learned to seem more concrete and practical than before. The method proposed to support the creativity and originality development even if 11% of students have had some difficulties in the development of their mini-game concept idea.The students (77,4% against 15,7%) feel comfortable using the G.A.STEM method and tools. The students revealed an increased motivation and interest (63%) in the mathematics and science study by using the art-works as learning tools. Comparing these data with the initial ones, the results demonstrate an increase of 12,6% in both interest and motivation in the current study with a decreasing of -9,7% in the neutral position. - concerning teachers: A total of 61 teachers responded and participated in the pre-and-post piloting questionnaire of the project's piloting phase.All teachers involved in the piloting phase are more convinced about the effectiveness that the tools developed could support the achievement of students’ learning objectives in STEM education. This was confirmed by a change in the attitude of teachers towards “arts” before the G.A.STEM training. Some of the teachers recognize the use of the art-works in the curriculum as an instrument to favour students’ learning by doing and further facilitation of the learning process.The use of the mini-game concept design can support students’ learning in STEM education and be productive. Very positive feedbacks (95,1%) towards the effectiveness and usability of the methodology proposed. Major attention is required for the teachers' preparation in the use of the G.A.STEM methodology and tools and for an extension of the subjects to be studied through it, for example including science or chemistry."

FOOD. What a universal theme. It gathers people and unites with a unique sense of belonging leading to an understanding of what is common and shared worldwide. It also enriches knowledge, opens us to cultural differences thanks to each region’s specificities. In short, food is a medium for enhancing European cultural awareness and knowledge, alerting to environment, world’s issues and inequalities and developing social skills and scientific methods. For all these reasons, it appears obvious that food is a relevant topic filled with opportunities for us to work on. We have chosen to work on chocolate as it presents many interests from scientific to popular ones. In order to show diversity and so that every partner seizes the project and brings its own particularities, chocolate will be made with different fillings. We are four school involved. One school is in France and its filling is Burgundy’s specialty: the blackcurrant. The Unesco labeled school in Slovenia works on the flower of salt from the world famous Piran Salt Pans. Guadeloupe’s school chooses their local pineapple. The fourth school, an Italian Eco-school brings its olive specialty to the chocolates. All these filled chocolates will be in the final product: a chocolate box. We are very lucky to be surrounded by experts to see through this project: chefs (a cook, a pastry chef and a chocolatier), a flavourist, farmers, a marketing engineer and obviously teachers, school administration staff. They all responded with enthusiasm to our request to take part in the project. The students’ selection for this project is made by interviews with students and consultations with teachers. We aim at selecting 80 (20 per country) motivated teenagers, interested in languages and science. Furthermore, this opportunity is also addressed to 30 pupils (7 or 8 per country) facing educational difficulties. We believe such a project is a chance for some students to cling back to school, develop important skills and increase their self-worth. It is of major importance for us to offer a Learning by doing perspective throughout all activities. This teaching method develops interest, motivation and skills and lead to the assimilation of the project. Activities tackle different themes such as:-scientific experiments (distillation, extraction, fermentation, etc.), -environmental matters, agriculture, sustainable consumption and production patterns,-career guidance with the discovery of many professional fields,-technology, design, art and crafts with the making of the box for instance,-communication, collaboration and dissemination with the use of ICT and languages to develop a real link thanks to Etwinning which is a key tool to the project. We have based our project on two main objectives: social and educational value of European heritage and increasing of the levels of achievement and interest in science, engineering and mathematics. It also includes the development of other key competences.Their achievement is both ambitious and doable and really fits to our project. These objectives also are substantial and relevant to our pupils’ curriculum and self development. To assess the achievement and impact of our project, in addition to final tasks and skill-based grids, we plan on developing self-assessment and co-assessment so that pupils are aware of their progress and feel active and trustworthy. The use of Badges to attest on someone’s success and progress is a great way to increase self confidence, recognition of assets and work of each pupil. These innovative and entertaining digital badges are a proof and a guarantee of the good development of the project and certify everyone has worked and achieved skills (not necessarily the same ones or at the same time as it implies everyone has their own ways to progress - a key value to us). Working with vocational schools, associations and professionals, all related to our main topics (food and science) develops callings for various professional fields and broadly benefit to everyone’s cultural openness, knowledge and skills. It is also a chance to strengthen links between our schools and partners. All in all we aim at reaching up to 500 people (school staff, professionals, pupils and families). In the long term we plan on disseminating our work to a larger group. Videos, tutorials, recipe books, photo-reports will be sent via the use of online media and print media and interventions to a wider community: schools and institution resource banks in order to give value and pride to our students and contribute to other people. We also consider promoting and celebrating Erasmus projects by taking part in Erasmus Days, European Days and Earth Day. Looking at our commitment, we are already convinced that the four schools involved in this project will keep in touch and keep working together afterwards with the use of Etwinning and consider future projects

<< Background >>The BIG GAME project addresses the three common needs identified at the European level, which are 1) to promote the STEM approach in learning, 2)to support digital transformation, and 3) to support the fight against climate change. Moreover, the project continues the previous STEM learning related developing work of part of the project consortium, by noticing its weak points and tackling the critical issues with a new pedagogical approach in cooperation with the strengthened partner team.The context of these European-wide needs can be described in detail as follows: Firstable, as interest in studying science subjects has declined across Europe and, according to research findings, learning outcomes have deteriorated, there is perceived Europe-wide recognition of the need to promote and increase the STEM approach in teaching. Although, awakened by this need, quite many individual STEM or STEAM subjects have been created into the secondary school level curriculum e.g. in the Nordic countries, this does not meet the need for extensive and multidisciplinary learning and combining of different subjects for examining various phenomena in the context of sciences. Secondly, as part of digital transformation and the recognition of digital skills being crucial for citizens of current and future society, everyone should gain sufficient basic skills in basic education to master various ICT tools and working methods (e.g. Teknologiateollisuus.fi). Schools and teachers have a tremendous role in this task, as it is impossible to influence the equipment and practices of homes in large populations. However, according to OECD (https://www.oecd.org/skills/piaac/), gaps in the digital skills of European teachers have been identified, as they often do not have the time or the opportunities offered by the work environment to adopt new technology-based ways and methods of learning. There is often too much confidence also in young students' digital skills because they use a lot of technology, especially mobile applications. However, the use of new technology alone does not guarantee the versatile accumulation of digital skills. Those who spend a lot of time on games may still need instruction e.g. in critical information retrieval. (E.g. Valtioneuvosto.fi: Digiajan peruskoulu II loppuraportti 2020).Thirdly, the BIG GAME project deals with the issue of climate change and fighting against it. The values considering the climate are common and shared deeply between the Europeans of any age. Recent international surveys of values for young people (e.g. 2017 Eurobarometer/Flash Eurobarometer 455; the 2017 World Economic Forum Global Shapers Survey) show that climate change, environmental protection and ecological issues are the youth’s key concerns and the most serious questions about the future. Also, the fight against climate change, alongside education, was seen in the eyes of the EU youth as a key task for the EU. As part of the EU climate action and the European Green Deal, the EU itself is fighting against climate change through cooperation with international partners, in the level of its programmes' priorities and actions.<< Objectives >>Referring to the background, the needs, and the context mentioned, the project's objectives are:1) Promoting interest and excellence in science, technology, engineering, and mathematics (STEM) approach to education through multidisciplinary learning and problem-solving related to environmental context, in a form of a serious learning game;2)Supporting digital transformation in schools by providing an online and hybrid learning model as well as digital storytelling approach based methodology and tools to be used in learning and cooperation in digital environments;3) Supporting the versatile accumulation of digital skills of both teachers and 11-16 year old students;4) Raising awareness of environmental and climate change issues and engaging in the fight against climate change through impressive and attitude-shaping immersive learning experiences.<< Implementation >>In detail, during the progress of the project, the following activities will be implemented:During IO (Intellectual Output) 1:1. Defining the BIG GAME game concept and the game world;2. Analysing of the environmental problems/issues addressed; 3. Development of the imaginary game world of the BIG GAME;4. Development of the STEM learning model, game rules and the competition of the BIG GAME;5. Mastering of the game during piloting in the digital game environment.During IO (Intellectual Output) 2:1. Defining the BIG GAME digital storytelling approach;2. Analysing the existing experiences and good practices on how to construct digital storytelling scenarios in STEM education;3. Analysing the existing experiences and good practices on how to assess digital storytelling scenarios in STEM education;4. Development of a set of story-driven STEM learning scenarios on environmental issues;5. Development of the handbook and the toolkit on Digital Storytelling Approach in STEM Education.During IO (Intellectual Output) 3: 1. Setting of the digital bank for the environmental STEM learning objects designed and developed in the project;2. Defining the planning and piloting organisation and the criteria for assessment of the BIG GAME competition;3. Definition and implementation of the training campaigns for the european contest implementation;4. Organisation and management of training events to assist the participating teachers with the project activities;5. Continuous updating and increasing of story-driven learning objects in the digital bank.<< Results >>The main results will be as follows:- The BIG GAME Learning Concept and Model- Handbook and Toolkit on Digital Storytelling Approach in STEM Education - Digital Bank of Environmental STEM Learning ObjectsThe envisaged impacts on the target groups are as follows: Concerning 11-16 year old students: - the interest and excellence in (STEM) approach to education has increased through multidisciplinary and game-based online learning model and digital storytelling approach- the versatile accumulation of digital skills has increased via participating in the project’s activity- the awareness of environmental and climate change issues has increased- the immersive learning experiences have affected the attitudes towards climate change issues in the positive wayConcerning secondary school teachers:- the interest and excellence in (STEM) approach to education has increased by the teaching method provided by the new pedagogical multidisciplinary and game-based online learning model and digital storytelling approach- the ability to respond to the digital transformation in school has improved by the new pedagogical model of online and hybrid learning and easy-to-use, versatile digital tools for learning, teaching and co-development- the versatile accumulation of digital skills has increased via participating in the project’s activity