The European Council of October 2017 called for education and training systems to be ‘fit for the digital age’. However, according to the Digital Education Action Plan (COM 2018 12 final) “progress on integrating technology in education remains limited”. The recent “European Skills Agenda for sustainable competitiveness, social fairness and resilience” (COM 2020 274 final) stated that the Covid19 emergency revealed “the limitations of our current digital preparedness”, and especially in the education system.Our project is designed to target one of the most pressing issues in the educational landscape across Europe: how to make the transition of teaching and learning from the traditional face-to-face setting into the modern digital realm. This enormous task is further aggravated through the extraordinary conditions the Covid-19 pandemic has put upon schools and societies. Now there is the need to accomplish this transition in a very short time period. While there are a lot of objective obstacles to be overcome like the lack of hardware (especially with students from low-income-families), missing software or non-existing broadband internet access, the most profound hurdle is the mindset of teachers, students and parents. Digital education is broadly viewed as inferior and only acceptable as a substitute in times of an emergency. While the economy is making big steps toward a digital era (work 4.0), the educational system is persevering in a century-old setting.Our project aims to make a difference in the underlying triangle of teachers, students and parents and develop a growth mindset in all three points of this specific triangle. A growth mindset, according to Carol Dweck, enables individuals to overcome failures and open them for new experiences and skills. It gives us a fundamentally different view of our abilities and changes our perception of changes and challenges.This growth mindset is not only a suitable metaphor for the modern attitude within the current generation of students but rather the pivotal requirement for the successful transition of education into the digital realm. Only with a growth mindset, the educational triangle can support young people to acquire the skills needed for the labour market of the near future.This project has five objectives that we together aim to achieve:1. better teachers self-efficacy in regard to their digital skillset2. better usage of digital tools by students through growth mindset methods3. better the acceptance of digital tools within parents4. broaden the support for a growth mindset at schools5. practical growth mindset model for digital teaching We will engage members of all three points of the educational triangle as our target groups:- teachers- students- parentsDigital education inherently needs a growth mindset, because it is based on a fundamentally different kind of engagement of the students. While students might - through their age and their natural habit to be curious - be better equipped to develop this kind of mindset, teachers and parents have a much harder way to go. Thus, we will apply our experiences from different previous projects to helping the whole educational triangle to develop the necessary growth mindset.We will develop innovative practices that are based on the individual as well as the collective needs of teachers, students and parents.Digital education will be a key part of the European educational landscape even after the current Covid-19-pandemic is over. With a growth mindset, the necessary transition into the digital world will be much easier for everyone.Our activities:- four intellectual outputs (IO) with a focus on the support of growth mindset within the whole educational triangle, including a growth mindset model for digital teaching- two short-term joint staff training events for the project partners (Train - the - trainer event for growth mindset, Interactive workshop for design of growth mindset model)- one central multiplier event titled “Promoting growth mindset in the educational triangle” in Germany- five multiplier events titled “Best practices: growth mindset in digital education” (one in each country)- Pan European conference on the growth mindset activities in digital education. - four transnational project meetings, one of them as a virtual meetingLong term benefits and sustainability: the developed IO and the content will be made available online for the public in five languages. We will ensure that this website will remain online after the finalization of the project for five years. The teachers that were trained in the training activities will coach colleagues and disseminate the principles of growth mindset further. Our growth mindset model for digital teaching with its compendium of best practices can be used throughout the school landscape in the EU.

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).