Occupations of the future have been changing rapidly and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. It is emphasized about these occupations that 21st-century skills such as digital skills, critical thinking, cooperation, team spirit, innovative and analytical thinking are required. TEGA project aims to develop and implement innovative game-based teaching practices to capacitate HE professionals in the enhancement of their students' learning process and ease the acquisition of crucial skills, such as decision-making, problem-solving, conflict resolution, or stakeholder management skills. The goal is to transform the traditional lecturer-centred education in a more equalitarian pedagogical approach, where all the students have a better access to abstract concepts through game-based teaching strategies. This intends to foster students’ equal participation in the class, and in the educational process in general. This methodology will be created in partnership of four HEI, each with their own unique experience in applying serious games in teaching. The developed material and tools will be available online. Language and Business schools were mapped considering the partners’ experience, although we plan to explore the potential of expanding the methodology to other subject areas. The project will develop a methodology where abstract syllabus can be addressed using game-based strategies, and concrete materials, such as building blocks. This has been approached as a feasible and effective strategy to engage the students in all elements of VARK types of learners. Game-based learning has shown better learning outcomes, when compared to traditional teaching approaches specifically in abstract concepts and with usage of materials that enable simulation, like building blocks. TEGA specifically aims to: To promote training opportunities to HE facilitators in the implementation of game-based learning strategies in teaching; To foster students’ access and participation in the field of HE through the dissemination of more inclusive pedagogical approaches. To promote evidence-based approaches to the implementation of games in higher education and best practices in the field. To explore in-depth the methodological, pedagogical and also skills and competencies assessment aspect of the use of games in educational settings. To disseminate the required innovative resources and game-based methodological assets openly, to capacitate a broad range of HE professionals. To promote collaboration among professionals and foster an interactive community of practice as a strategy to foster long-term and sustainable peer exchange in the field of HE. We plan to develop a teaching and assessment support training program to be delivered to educators in HEIs. This will include a methodology which can be tailored to the need of the educators, the subject, or the students. TEGA will also include an e-learning course and a community of practice that intend to build and ensure a sustainable dynamic exchange of innovative practice all over Europe. The above work will be based on the extensive Best Practices research complemented by interviews, reports and showcases of the existing practice from the experts within the industry TEGA primary target group will be HEI academic staff developing and delivering the curriculum in business/languages schools or departments, but it also intends to impact secondary target groups, such as: Consultants and training providers as well as governmental representatives involved in shaping the curriculum; Staff developing and delivering teaching in Vocational Education and Training (VET) institutions; and Informal Educators. The project partners were selected according to their significant experience in exploring and applying innovative teaching in their universities. This project coordinator is LSBU (UK) in a collaboration with Lusofona University (Portugal), Hellenic Open University (Greece) and Vilnius University (Lithuania). The main project dissemination activities are central to the project objectives. Two “Pilot Train-the-Trainer” training courses in Athens and Lisbon will be organised. They add huge value to the development of the main output, TEGA Methodological Guide. At least 30 academics from the partner countries will be trained to apply TEGA in their teaching/assessment design in level 4-7. Each main result of TEGA will have roadmaps, agreements and supporting documents detailing how each activity will be sustained. Activities and partnerships will be developed through participative methodologies to ensure stakeholders take stock of the results and continue to use them within their activities. The potential long-term benefits from TEGA are a better skilled young workforce, with high quality relevant employability skills, greater cooperation between academics and a more inclusive education across all of Europe.
The implementation of the TEGA project successfully achieved the following objectives: 1. Enhanced Training Opportunities: The project provided comprehensive training programs to higher education (HE) facilitators, equipping them with the necessary skills and knowledge to effectively incorporate game-based learning strategies into their teaching practices. 2. Fostered Inclusive Pedagogical Approaches: TEGA successfully promoted inclusive pedagogical approaches, facilitating improved access and participation of students in higher education. The implementation of game-based learning strategies created an inclusive learning environment that catered to the diverse needs of students, including those with learning disabilities, non-native language speakers, and introverted personalities. 3. Promoted Evidence-Based Approaches: Through extensive research, including the examination of best practices, interviews, reports, and showcases, TEGA effectively advocated for evidence-based approaches to the implementation of games in higher education. Valuable insights and a solid foundation of evidence were established, supporting the successful integration of games in educational settings. 4. Explored Methodological and Pedagogical Aspects: TEGA conducted in-depth exploration of the methodological, pedagogical, and skills and competencies assessment aspects of using analogue games in educational settings. The project provided educators with practical guidance and a comprehensive understanding of how to incorporate game-based approaches successfully to teach abstract concepts. 5. Disseminated Resources and Assets: TEGA successfully disseminated innovative resources and game-based methodological assets openly. These resources are available to reach a wide range of HE professionals, empowering them to effectively implement game-based learning strategies in their teaching practices. 6. Fostered Collaboration and Community: TEGA fostered a collaborative environment among professionals and established an interactive community of practice in the field of higher education. The project provided a platform for peer exchange, knowledge sharing, and ongoing innovation, ensuring the long-term sustainability of the community.
The TEGA project addresses the challenge of rapid changes in future job requirements and emphasizes the need for 21st-century skills, including digital literacy, critical thinking, cooperation, innovation, and analytical thinking. The project seeks to develop and implement game-based teaching practices that enable higher education professionals to enhance their students' learning and acquire vital skills, such as decision-making, problem-solving, conflict resolution, and stakeholder management skills.