The project aimed to leverage information and communication technologies to transform history education, particularly for disabled youth and their teachers. By providing access to original sources, transcultural interpretations, conflicting data, and multiple perspectives, the project seeks to enable disabled students to critically evaluate historical information. In response to the current reliance on traditional teaching methods, the project focuses on developing gamification tools for history education, addressing the lack of understanding of these tools among educators. With a commitment to fostering inclusivity, the project aimed to support both mainstream and special history education. Specific objectives included creating gamification software, digitizing tools through a dedicated platform and mobile application, and promoting effective teaching methods for students with various challenges, such as visual, hearing, intellectual problems, and dyslexia. All in all, the project sought to foster intercultural dialogue and strengthen knowledge and acceptance of diversity. Also, it aimed to recognize and support the efforts of history teachers promoting common values, tolerance, respect and equal learning opportunities.
The application was motivated by a critical assessment of the limitations of traditional history teaching methods, particularly concerning disabled students, within the contemporary digital landscape. The passage underscores the absence of accessible tools and training for schools, teachers, and students to engage with history in a digitalized manner. The project partners lacked the essential tools and techniques to effectively prepare disabled students for history education using gamification tools. After an analysis of national and international surveys a significant deficit was noted, with over 80% of respondents lacking exposure to gamified or digitalized history education. The platform and tools resulting from the project were designed to address the unique challenges faced by students with special needs and their teachers, particularly in grasping historical concepts. The project targeted pre-service and in-service history and special education teachers and academic staff. Emphasizing the importance of transnational collaboration, the application underscores the value of incorporating experiences from diverse countries in the realm of gamification in history education.