The priorities and objectives of the Valuebox project were aligned with the results achieved. Firstly, it aimed to promote inclusion and diversity within school environments by providing quality materials to teachers and school staff to foster more inclusive environments. The consortium developed COFT to achieve these objectives and enable a structured framework on teaching methodologies and value education. Secondly, the aim was to support teachers and their ability to self-assess and monitor their own progress and competences, so the consortium developed the Gamified Self-assessment and Reccomendation tool that allows an interactive and fun way to self-assess competences on values education. Finally, the consortium set itself the objective of enabling teachers to better understand the framework of common European values, thereby strengthening their understanding of how to integrate this knowledge into their classrooms through the Gamified Open Online course. Furthermore, these objectives were characterised by the desire to adopt gamification as an learning element that would allow for a more innovative approach, which simultaneously advances the digital skills of the users and facilitate the learning process.
Education is the pillar of our societies, helping to shape the future and the minds of the next generations. It is important that our education systems are based on principles of tolerance and democracy. It is in this context that the VALUEBOX consortium applied for this project, which aims to promote a more inclusive approach to our education system by integrating the common values of the EU Charter of Fundamental Rights into the current school curricula. VALUEBOX responds directly to the need to integrate active citizenship and democratic values by providing tools as presented in the project's three outcomes (Competence Framework for Teachers, Self-Assessment and Recommendation Tool and Gamified Online Course). However, the VALUEBOX project also enables transdisciplinary integration of value education by providing examples and good practices of activities to be included in subjects other than civic education. The need for professional development opportunities for teachers and educators was also largely met. Such training was strengthened through the involvement of schools. The use of gamified strategies has enabled a more interactive learning process for teachers, who are thus more inclined to engage with the materials.