yes OB1.Developing the skills of teachers in gamification: Within 12 months, we aimed for at least 80% of teachers in partner schools to improve their skills in using the gamification method. They will attend training sessions and create at least 3 gamified learning units for their students. OB2.Increasing students' practical skills: We aimed for at least 90% of students to demonstrate a significant improvement in applying theory to practice by completing at least 3 projects or activities. OB3.Increasing girls' motivation to learn STEM: In 6 months, we want female students to show greater motivation to learn, which will be measured by an increase in the number of girls involved in gamification activities and an improvement in grades in STEM subjects by at least 0 .5 points. OB4.Improving school performance in STEM: We aim for students to improve their performance in STEM subjects within 24 months, with an increase of at least 2 points in school averages.
We applied for this project because we identified an urgent need to improve students’ digital and social skills, strongly affected by the pandemic, which increased isolation, internet overuse and decreased collaboration. SWOT analyses, questionnaires and teacher discussions showed that students lacked motivation, teamwork abilities and practical application of knowledge, while girls remained underrepresented in STEM. Teachers needed training in gamification, digital tools and STEAM approaches to modernize their lessons and reduce the educational gap. The project addressed these needs by introducing innovative methods such as gamification, coding, VR, digital and outdoor games, and STEAM activities, creating an engaging and inclusive learning environment. At the same time, it strengthened teachers’ competences, encouraged girls’ participation in science and technology, and promoted the inclusion of disadvantaged students. By developing an e-learning platform, an interactive e-book and a virtual library, the project supported sustainable collaboration between partners and ensured long-term access to resources for schools and communities.