"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."