The project proposes a program that combines civic engagement with environmental and economical aspects. The project will be implemented in Poland, Hungary and Slovakia and will be responding for low level of youth participation in these countries. The overall objective of this project is to develop, deploy and assess innovative game-based learning program that will be used for stimulating citizenship skills and attitudes of youth learners. The project is in direct correlation with the “Promoting empowerment, open to cross-sectorial cooperation, and active citizenship of young people” priority and with the EU policy in the youth learning field, taking that the proposed method is expected to contribute towards increased the soft and transversal skills of youth learners. The project’s direct target group are civic educators working with youth (e.g. teachers, coaches, youth workers, NGOs, educational institutions) in Poland, Hungary and Slovakia. At least 300 of them will be trained on using project’s results in their activities. During the project, already existing Gra z Klimatem 2.0 tool (“Climate Game 2.0”) that was used widely for environmental education (with strong participation and socio-economical aspects) will be expanded with new features that will transform it into full-scale civic engagement tool: the Nauru Game. This game will be then basis of workshop scenarios that will be available for civic educators to use for free. E-learning platform containing workshop scenarios, video guides & instructions on how to run the game, and other educational materials will be created. The platform will be available in Polish, Hungarian, Slovak and English. It will be also free to use, this way reducing geographical and economical barriers. The game, the educational materials and the e-learning platform will be developed working closely with the target group in order to meet its specific needs. Project coordinator will be responsible for proper implementation of the project. The coordinator will be responsible for the implementation of the project according to the schedule and budget, for constant contact with the chief accountant, experts and trainers employed in the project and partners ensuring the continuity of the project. The project coordinator will take care of collecting and archiving project documentation. All the necessary documentation and project documents will be sent by mail, e-mail or exchanged at the partners meetings. The project results will be: 1. Nauru Game, 2. Preparation of the methodology to be used during the workshops with the Nauru Game, 3. e-learning platform, 4. educational materials (workshops scenarios, video-guides), 5. test reports, 6. dissemination trainings (60 participants), 7. dissemination e-learning course (240 participants), 8. project website. Youth educators: 300 educators will directly benefit from project. Expected impact on the target group is mainly to improve the competence and enrich the educational tools portfolio of the educators.The educators will be equipped with innovative tool which increase capacity to deliver effective and high quality knowledge to the youth they work with on one hand, and are attractive for young people on the second. Youth: as end users of the project will develop their citizenship competencies. Through simulation tool we let the youth experience and understand the complexity and diversity of democracy process to be better prepared to take an active part in democracy in their local environment. We assume that over 6000 young people will become a player in Nauru Game (20 people x 300 educators). In addition equipped the youth in the high level and transversal competencies will have a positive impact on their further personal and professional development. Nauru Game and e-learning platform with all materials will be available online after the end of the project.
The project NAURU GAME for Active Citizenship of Youth was developed to equip educators with an interactive Internet game (New Shors – a Game For Democracy) for increasing participation of youth in tackling the greatest challenges of our century (collaboration towards increased sustainability, climate change mitigation and respect for democratic values). Unlike traditional lecture-based approaches to education, it offers a playful environment for exploring the existing interconnections in the complex global socio-economic and environmental systems. The main priority of the project was to promote empowerment and active citizenship of young people (aged 13-30) by engaging them in an immersive multiplayer Internet game that requires critical thinking, active decision making and communication. Furthermore, the project aimed at promoting open and innovative game-based education and related training for youth workers, embedded in the digital era. The project was implemented from February 2017 to January 2019 by three partners active in the field of innovative non-formal education and systems thinking approach, that is, the Centre for System Solutions (Poland), the Rogers Foundation for Person-Centred Education (Hungary) and TANDEM n.o. (Slovakia). The project assumed two main target groups: 1) direct: educators and other youth leaders willing to use an innovative Internet game in their daily didactic practice, and 1) indirect: young people aged 13-30 (pupils of primary and secondary schools, university students, scouts, etc). The project results include the New Shores – a Game for Democracy, a Methodology Guide for educators, an E-learning platform that hosts a 9-step e-learning course for educators/moderators and a series of supportive Educational Materials (game-based Workshop Scenario, a video tutorial for moderators, instructions for players and moderators, etc.). So far, the game has been tested by 60 educators from Poland, Slovakia, and Hungary. Moreover, 148 educators from the same countries have been trained during face-to-face events in how to prepare and organize game-based workshops in their classrooms. Another 335 users have registered an account on the e-learning platform and gone hrough the e-learning course. As a result, 483 educators altogether were introduced to and/or trained in using their game. The vast majority of them admitted that they believe that the game-based approach to education is effective and attractive to youth and that they feel confident and encouraged to exploit its potential in their classrooms. The project contributed thus to professionalization and up-skilling of educators, especially in reference to their ability to use digital tools in their didactic practice. In addition, the educators recognized that the game has a huge potential to support the youth in gaining or developing selected Key Competencies for Lifelong Learning, namely, social and citizenship, mathematical/science/logical and entrepreneurial ones.