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).

"European societies and economies are facing the challenge of ""emerging complexity"": sudden and continuous changes, digital and technological innovations, changes in the labor market, demographic trends, etc.Many of the current professions did not exist 10 years ago and many new jobs will be created in the future. We will keep pace with this change by ""investing in skills and, consequently, rethinking education and lifelong learning systems. Education and training can improve Europe's resilience. It is no longer enough to equip young people with a fixed set of skills or knowledge; IT IS NECESSARY THAT THEY WILL DEVELOP RESILIENCE, A BROAD COMPETENCE AND THE ABILITY TO ADAPT TO CHANGES. The reflection paper on the management of globalization, recognizes the need for NEW LEARNING METHODS, as well as MORE FLEXIBLE EDUCATIONAL AND EDUCATIONAL MODELS.The latest data from the OECD's PISA surveys show a deterioration between 2012 and 2015. The project intends to address this PROBLEM, the UNSATISFUL SCHOOL PERFOMANCES, in the schools of the countries involved. In IT, HU, SP, SL and POL the 2015 PISA-OECD results are below average in almost all dimensions assessed. A partner survey highlighted the following main causes:- Prevalence of transmissive teaching based on lecture;- In learning environments, although there are new technologies, activities are carried out in a traditional way, with a minimum exploitation of potential;- There are skill gap among teachers in terms of active and innovative teaching methods and the use of new digital teaching technologies.- Few teachers have the qualifying competence to apply active teaching methods, creativity and problem solving to a sufficient level.The general objective of the project is: to improve the school performance of European students through the use of more effective pedagogical methods, which facilitate personalization, with the support of digital technologies, promoting the development of creativity-problem solving skills.The specific objectives are the following:- Improved school performance of the schools involved;- Tested an active didactic approach, ""student centered"", the flipped classroom,- Develop skills from teachers:a) in the use of an active teaching method (PBL, Coop. Learn, etc.);b) on the creativity and problem solving necessary for the application of the active method;c) in the production and use of technologies and digital resources for teaching by 50% of the teachers involved.The partnership intends to pursue these goals by developing two intellectual outputs:IO1 Curriculo to teach in Flipped classroom approach, for the professional growth of teachers, for the application of the Flipped Classroom approach, the development of skills in the use of assistive teaching technologies and in creativity and problem solving, essential for adoption of the FC.IO2 Toolkit to train teachers on the Flipped classroom approach, the tools, the open educational resources through which the teachers will be trained.For the development of the two IOs the causes that hinder the application of active methods and the development of creativity in the teachers will first be explored. Methods consistent with flipped learning will be explored and the curriculum will be designed. This will be followed by the development of OERs constituting the toolkit that will be used by teachers to learn the approach and develop the related skills.The learning process involves:-initial self-learning-two learning activities in mobility-learning activities in the partner countries directed to teachers who have not participated in mobility;-flipped classroom pilot testing.The pilot experiment will be the heart of learning. This learning will be crystallized in a peer learning activity.The project intends to move from a still predominantly transmissive pedagogy to the use of a pedagogy in which students actively build their knowledge by researching and synthesizing information, as happens while watching video lessons, or by tackling problem solving and interacting with the others. The FC is student centered and promotes teaching processes converging with students' cognitive styles; it requires teachers to conceive and develop students' self-learning (at home) and to conceive and develop their learning ""supported"" (in the classroom) by ""reversing"" their professional practice. To facilitate the teacher's ability to customize, assistive teaching technology will be introduced, a ""Virtual Robot"" called Wilson that assists the teacher.The project is carried out by a SP made up of schools and innovators in the school field."