We wanted to: - emphasize the importance for the educators to get to know different learning styles through Gardner’s multiple intelligences; - compile and create resources that enable the educators to provide content and process differentiated learning. This involves the educators’ skills in diversifying the curriculum and adopting different teaching methods - focus on holistic education by underlining the importance of soft-skills in formal education through game-based learning. - continue building on the existing educational platform by providing more resources to the educators as well as creating other sections specifically for the students that will enable them to continue their learning experience at home - provide educators with various pedagogical methods that will enhance their teaching skills in an intercultural setting; - focus on the creation of games which will give access to the educators to teach interpersonal skills through non-formal and interactive methods; - compile and create resources that enable the educators to provide content and process differentiated learning - focus on holistic education by underlining the importance of soft-skills in formal education through game-based learning
Migration remains high in Malta, Greece, and Italy. During the scholastic year 2018/2019, In Malta, students with a foreign nationality accounted for 12.1 % of the total students enrolled in pre-primary up to secondary education. For the same period, out of over 8.5 million students in Italian schools, around 860,000 were students with non-Italian citizenship. In Crete, there are 54, 065 students in primary education. Of these over 5000 are migrant students. These figures show that migrant students represent a big percentage of students in all three countries of this partnership. Even though all countries are increasing their efforts to offer adequate education opportunities to these migrant students by creating classes and units that are specifically addressed to them, the educators feel that they lack professional development and that their classrooms are not equipped with the right resources that cater for the needs of these students. Students with a migrant background often face difficulties in adjusting to a new learning environment. That is why our aim was to to create person- centred resources that offer content and process differentiated teaching to migrant students as well as game-based learning.