As the digital transformation of education progresses with unprecedented speed, we must go beyond merely following technical innovations; we must consciously embed them into our pedagogical repertoire, striving to master the fundamental operational principles of contemporary digital tools. The recently completed JUMP course—focused on online teaching, gamification, and game-based learning—provided a unique opportunity to articulate and explore these core principles, while fostering an exchange of professional pedagogical insights.
The training, held from June 30th to July 2nd, 2026, brought together a dedicated group of English, history, and chemistry primary school teachers from the Zespół Szkół Publicznych (Public School Complex) in Borów, Poland. The course materials were thoughtfully adapted and expanded by the trainer to align with the specific needs of the participants, who already use digital platforms and applications daily to create solutions for their classes. Consequently, the training had three main objectives: to broaden the participants’ knowledge, to refine their practical skills, and to introduce new digital tools and resources. A priority was placed on the effective implementation of digital solutions within the classroom. One of the participants also declared a keen interest in more advanced computer science, which added an engaging technical dimension to the training.
In line with the course’s main goals, we began the exploration of the ongoing digital transformation by defining the key concepts currently shaping, to an increasingly large extent, school life. It proved particularly important to draw a clear distinction between gamification and game-based learning (GBL). The first day of the course continued with a presentation concerning ‘Big Science’, which analysed the academic foundations of online teaching, gamification, and GBL. These materials helped the participants understand the scientific basis of the methods discussed and the reasons why they are becoming such a valuable support in the classroom. Discussions held throughout the presentation allowed the teachers to gain a deeper insight into how psychological and technological mechanisms lead to a real increase in student engagement and the retention of knowledge. Understanding these mechanisms seems essential for unlocking the full potential of development of the modern, digitally-enhanced methods of teaching, which—currently mainly supported by AI—not only make classroom activities more engaging, but also support the development of personalised learning paths and creative challenges.
The day concluded with a practical quiz session, where teachers tested their understanding of the topics covered using materials developed in HTML by the trainer via generative AI (Gemini) specifically for this course. This offered a practical demonstration of AI boosting creativity during classes and allowed the group to reinforce their learning in a dynamic and engaging way.
The second day opened with a comprehensive module focused on expanding the teachers’ technical skills. Participants continued their work with digital tools; they were introduced to the instructor’s daily professional toolkit, moving from a demonstration phase to intensive practical training. We focused on creating simple HTML quizzes using Gemini AI, basing our work on a set of prepared instructions and training materials. This part of the course—updated and expanded to meet the teachers’ specific needs—aimed not only at developing technical skills with various content generators (including tools for images, audio, and open educational resources) but, primarily, at understanding the nuances of prompting as a key skill for interacting with Large Language Models (LLMs). The teachers also engaged with theoretical materials that explain the operating principles of LLMs, drawing on academic sources. It is worth noting that artificial intelligence, including models like Gemini—actively developed with education in mind—is no longer a mere curiosity. Instead, it has become a leading force in supporting teacher efficiency. The key element of the training consisted of workshops on using AI for interactive content creation. Moreover, the participants explored the fundamentals of proficiently utilizing Large Language Models through demonstrations and examined copyright adherence in the age of AI. They also became familiar with European guidelines on digital education and, what seems the most important advantage from the perspective of their declared needs, engaged in hands-on testing of various tools.
The drive to enhance AI literacy within the European Union stems from the EU AI Act, which has recently entered into force. Although these regulations do not impose a uniform training obligation across all member states, the act requires entities implementing AI systems, including educational institutions, to ensure that employees possess the necessary knowledge and skills to use these technologies consciously and safely. In practice, this means that employers in both the public and private sectors have a duty to facilitate professional development for their staff, making these competencies an essential part of professional standards. This process is supported by the European Digital Education Action Plan (2021–2027) and specialized guidelines on the ethical use of AI in teaching, which promote a systemic approach to digital education for teachers across the EU.
The course also emphasized concrete, ready-to-use solutions—applications, games, educational platforms, and other digital resources. Participants practiced working with numerous platforms and websites tailored to their respective subjects, with both previously familiar tools (such as Wordwall, LingoClip, LearningApps) and new ones (including Chronas for historians, Ptable for chemistry teachers, and Educaplay). Furthermore, they were provided with curated links to high-quality, up-to-date educational resources relevant to their specializations.
The summative check of the knowledge and skills gained during the course was a practical task that demanded from participants not only creativity, but also subject-matter expertise and the ability to verify content produced with the assistance of newly introduced AI tools. Thanks to a previously prepared system of checklists and methodological support, teachers were able to assess whether their collaborative project met the criteria for an effective GBL lesson. The trainer proposed the creation of a field game based in Soverato as the course’s final project, with the option to utilize either a new application or one already familiar to the educators. During the field trip, which took place on the afternoon of the second day, the participants began developing the framework for the game intended for their students. This project, integrally linked to the specifics of Soverato, tasked the course participants with integrating their own subject-specific objectives—in chemistry, history, and English—while simultaneously applying the principles of inquiry-based learning. The teachers designed tasks so that the city environment would serve as a natural laboratory for data, encouraging students to employ critical thinking, collect scientific and historical evidence, and synthesize information in English. A key component of the instructor’s support was ensuring that the game mechanics functioned as an irreducible vehicle for the didactic process. Collectively, these efforts resulted in the creation of a coherent educational pathway that engages students in real-world problem-solving.
On the final day, during the morning session, the teachers proceeded to finalize their project. They constructed a comprehensive, ready-to-use field game utilizing the Goosechase application, which they had previously known. An undeniable advantage of this tool proved to be its multimodality, which enables participants to document their progress and execute tasks in diverse digital formats—including text entries, video materials, photographs, or audio recordings—providing significant support for varying learning styles. Throughout the final task and the entire training cycle, the teachers demonstrated exceptional creative ingenuity and exemplary interdisciplinary collaboration. The synergy of diverse competencies proved to be the key to success—each participant contributed unique expertise and distinct talents, which allowed for the integration of disparate perspectives into a single, unified, and engaging whole. During the development of the final project, the teachers not only improved their practical familiarity with digital tools but, above all, proved they possess a full grasp of the foundations of the GBL model and gamification strategies. Within their designed field game, they successfully implemented both the core principles of GBL and gamification techniques. In doing so, they demonstrated their ability to effectively translate theoretical educational frameworks into practical didactic solutions.
The collaboration with the educators from Borów fostered an inspiring exchange of pedagogical experiences. Their commitment to designing innovative results reaffirmed once again the value of interdisciplinary teamwork in the modern school. Simultaneously, the success of the coursework, which tested emerging AI tools, serves as a strong premise for the rationale of continuing analogous direction of training initiatives in the future.
To ensure the consolidation of training outcomes, participants were provided with extensive didactic materials, complemented by an additional set of resources aligned with the course objectives, to support their ongoing professional development.
Author: Maja Piotrowska (JUMP Trainer)
