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In Serbia there is no problem to implement gamification and PBL to curriculum. 

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In Serbia there is no problem to implement gamification and PBL to curriculum. 

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In Jordan we can have approaches like PBL and gamification but there is a problem in the computer labs in our schools .

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In Italy we are free to adopt innovative teaching approaches like PBL and gamification. I use it a lot with my primary school students and their motivation to learn English is very high. The problem is that technology is not present in all the classrooms. I would use gamification much more if I had more digital tools…

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Luckily I don't have problem with implementing games and PBL in my curiculum. And as an English teacher I do a lot of PBL projects with my students.

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In portugal we don't have this problem. I implement new pedagogical approaches, such as gamification, online games and I also create some to my students. The only problem I have is the number of students in my class (30) and only 90 minutes to teach French per week.

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In Tunisia there is a restricton in using techologcal devices in the classroom along with an old curriculum that hasn't been up dated for several years. Yet, the number of teachers who are aware of the necessity to innovate and implement new approches that enhance the use of 21st century skills is growin especially with the ggrowing number of teachers who are joining the etwinning projects. Implementing games and the PBA becomes a necessity and it has proved success among learners as well as the learning process

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In my country there is no restriction, but contrary, teachers are motivated to practice PBL. But lessons are to short and curriculum is to much overcrowded and it is little difficult.

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In this moment in our country a reform of education is going on. It is exsperimental in some schools for this year. I hope it will be in all schools next year. There is a lot of teachers who are using different sorts of approachis of learnninng including PBL or gamification. The tehnical support in some schools are insuficient, but teachers are very inventive and allways  find a way to make their  teachinng  modern, interesting.

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In Turkey There is no problem to implement gamification and PBL to curriculum. i think teacher could use PBL and gamification but its difficult to slove hardware and technical problems. 

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In Turkey There is no problem to implement gamification and PBL to curriculum. i think teacher could use PBL and gamification but its difficult to slove hardware and technical problems. 

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I work at a school in Turkey. I work as a counselor in my school. I have to inform my students about career counseling. I'm trying to set up interactive materials based on online tests and occupational selection instead of the method of learning and knowledge based on the test result.

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In Tunisia, we worked with program appraoch for many years ago. we started working with curricular approach only last year. So our students found diffuculties to understand the new appraoch. Although they are motivated, especially when we work on etwinnig projects. They are more and more competitive and collaborative. they play games for some activities. I use the PBL approach to apply the cuuricular appraoch. As an ict teacher, implementation of these new approach is really usefull even in relation with our curricula. But there is some difficulties in relation with students number per class, as well as, the time constraint.

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I would not see that as a problem in foreign language teaching. Games are easily embedded in the Croatian curriculum as is...

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I would not see that as a problem in foreign language teaching. Games are easily embedded in the Croatian curriculum as is...

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The problem arises when we try to correlate a project with other subject, IT is particularly on call here, and in that case we rely on students''extra time...

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In Slovakia we have a strict curriculum, but there is of course a freedom of choice of the methods. We have to teach a certain content but it is up to us how we teach it. PBL apporach and gaming can be used without problems. But, unfortunatelly, teachers dont use it much, and their excuses are always connected with the strict curriculum

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From my point of view, games can be easily part of our methodology. It doesn't imply to forget the curriculum. The problem comes when games are your only approach The feeling is that you are just entertaining students instead of teaching them.

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Nina Tirsina, MoldovaImplementing PBL  in my country is possible due to experts  who revised the previous curricular introduced new sections for digital education.The curriculum is not  strict and the teacher can plan activities using PBL .But for English teachers is easier because they teach a foreign language.

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Nina Tirsina, MoldovaImplementing PBL  in my country is possible due to experts  who revised the previous curricular introduced new sections for digital education.The curriculum is not  strict and the teacher can plan activities using PBL .But for English teachers is easier because they teach a foreign language.

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Since I am a Computer science teacher, I really don't have any problems to implement PBL and gamification in my classes and I mostly do that. I consider myself as one of the serbian leading teachers for implementing PBL and gaming in curricila.

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For foreign language teachers things are quite easy to implement gamification in our classes.However, I will agree with other Greek participants 2 hours of language teaching is very little to apply all these useful things we learn.

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I use PBL and sometimes gamification. It is left to the freedom of teachers the pedagogical approaches.  It may be difficult to have an available Lab when needed.

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Project-based learning and gamification are used in Romania, especially during Foreign Language Classes. TBL is more commonly met in our schools than PBL, especially because of the lack of time, but even so, teachers try to involve students in projects, either etwinning or Erasmus ka2, or simply decide on an interesting topic, allows students the time needed and access to means of investigation as well as the opportunity to share their final product.

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In my country the national curriculum is quite flexible concerning the teaching of the foreign languages. As a result, you can incorporate PBL and gamification in your classes. Also, a lot of foreign language teachers are involved in e-twinning projects which are based on the PBL approach. The only limitation to such practices is the limited time available for teaching the foreign language in Greek schools. Two hours a week do not suffice for such demanding projects.

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Project-based learning is also used in Romania. It is a challenge for our country, because of the traditional methods used with prepodiversity in Romanian education.Teachers wishing to use the project method in class may need to adopt new training strategies to deliver results. Most teachers have not been taught to take on the role of a guide or facilitator and to teach in this way.

Direct learning methods based on traditional manuals, exposures, and assessments do not work well in an open, interdisciplinary learning process that is characteristic of project-based learning. Teachers rather "train" and "model" and speak less.
Some teachers may consider the "organized" chaos of projects as daunting. A project class is a student-centered classroom where collaboration, conversation, and movement are absolutely necessary. Banks can be laid face to face to allow collaboration, and large meals provide work space for project tasks. Students have resources and teaching materials and there is the necessary condition for taking risks. The environment is one in which students have no restraint to share their opinions and ideas, being encouraged to think autonomously and at a higher level. Clear expectations and organization are essential, but teachers will also discover that a good preparation of the activities can lead to the involvement and achievement of results by the students.

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In this moment we have good wind in Portugal :) The Ministery ask to teachers to change your methodology in classroom and give them more flexibility to teach the curriculum. So, the teachers try eTwinning projects, PBL, community involvement, parents involvement.
I have hope in this challenge because I try make projects with my students since long time ago,

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I use PBL and gamification on my lessons very often because we need them on English lessons .Students really like them and always like to take part in these activities. Sometimes using them with large groups can be a problem but we find ways to involve all students to take part in different games.

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I am a Maths teacher in a Secondary High School and in Italy it's not difficult to implement new pedagogical approaches in our teaching. For example I apply the flipped classroom methodology, I share with my students a lot of digital materials on a learning platform. I use gamification during my lessons with unplugged or not unplugged activities. A great problem is the fact that technology is not present in all the classrooms...

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I am an EFL teacher in Greece. We have been encouraged to introduce PBL in the recent years, especially at the lyceum (senior high school).As far as the English language teaching is concerned, the curriculum is quite flexible, and, as long as they help students reach certain standards, then PBL and gamification are welcome at all levels of education. As I see it, the problem with their implementation lies at our lack of time: we only have English classes twice a week

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I work in private primary school in Lithuania. We haven't such problems, because  school managers support us to apply new methods.

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I use the technology in the curriculum through the PBL approach. New generations prefer combination of traditional methods of teaching and contemporary methods that require a different organization of teaching and management of teaching process in an innovative way, because with the changing of technology, the way in which young people perceive reality is changing too, as well as the way in which teachers are transferring courses.

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I work in primary school in Cyprus. It is not easy to integrate PBL in our curriculum. The curricula is already too much to teach in the given time and there is little flexibility for other type of activities such as PBL. Even though it is sometimes encouraged by pioneers in education, school culture is not very supportive for it.

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I work in middle school in Croatia and have never had problems with integrating the PBL approach and games in my English class. I know teachers in other subjects face those problems but English teachers are encouraged to have these activities as a part of their curriculum.

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The reform of education is going on in Croatia at the moment and this year is experimental in some of the schools.  The core idea of this reform is “learning for life” and there are ideas that PBL, active learning and, in general, different sorts of approaches must be introduced in our schools.
All this will be based on bigger freedom for teacher in planning and working with students.
At the moment, the bigest problem for PBL or gamification are lack of time considering too many children in one class and amount of material teacher have to teach according to the curriculum, and insufficient technical support (computers, tablets, internet).

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In my country, PBL is not a problem. In fact, it represents a compulsory form of learning in elementary school for both both primary education cycles. In secondary schools there is a possibility for teachers to choose a form of teaching in accordance with the modern pedagogical concept of learning.

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I'm a scholar kindergarten, and indeed it is difficult to implement PBL, but I adapted some games at the level of the children to understand and makes work more attractive and at the same time fun

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From a few years, in the italian school, there is a particular attention to improve the use of alternative teaching stategies and new approaches to learning. Many classroom have got the LIM and all the texts used have a digital contents to allow the students to deepen the practice with digital activities and many of them are really games. Moreover there are several platforms for teachers' training about gamification applied to teaching. Our curriculum, in the italian primary school, gives to the teachers and to the students the possibility to add PBL approach and gamification to the traditional learning methodologies, leaving the teachers free to try and to experiment new 'good practices'.

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In Romania, the school curriculum and the teacher s closure for the new learning methods makes difficult the inclusion of game based learning or gaming in classrooms. Because of the test aimed learning, it is difficult to include gaming in the classroom,  but each teacher is free to decide if his/her students do or do not learn better if they are involved in games and interesting projects. At the beginning, it was difficult for me to teach using PBL or GBL, because it seemed that gaming takes a lot of time (planning, finding materials, methods, implementing, working in teams). But now, children are used with this approach, they work faster and better in teams, they learn more if they play and they have fun at the same time.

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There are no strict guidelines of how to teach English in my country. I teach in a public primary school for pupils aged 6-15. The Ministry of Education defines the curriculum for each grade and each subject, but how you implement the curriculum, that is, the goals to be achieved, depends on the teachers themselves. We have the freedom to use new approaches and teaching methods, like PBL or gamification, as long as, the curriculum goals are achieved. However, very few teachers in Macedonia are eager to try out new teaching methods, the majority prefer to continue with their traditional teaching routine, mostly because they are reluctant to develop professionally and develop new lesson plans.

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In France, it is difficult to include gaming because of the curriculum and of the teachers. Maybe with the new baccalauréat... Teachers are reluctant to gamification in high schools. It needs a lot of practice, a lot of involvement and we have so many tasks to do! Our timetables are already full.

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In portugal there is no such problem, on the contrary. I think in a few years all schools and teachers will implement new pedagogical approaches, such as PBL and gamification.

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Our cirriculum is very strict. At the end of the year we give a petition that we finish the cirriculum. Otherwise,we indicate the reasons why we couldn't do it so and many procudures come. Also ,the managers don't want students make noise in the classes as the other classes have lessons. To be honest, I play games but it makes me feel the anxiety of not finishing the cirriculum.

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Since the new law in Education in Spain was passed, the curriculum levels were increased, so I think it is more difficult to put into practise PBL approach and games all the time. We cannot forget the curriculum which is always present in our teaching, so I use games related to the topic I'm teaching according to the curriculum.

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In Italy the curriculum is not so strict, teachers can implement new pedagogical approaches a d also gamification as long as the technology in the classroom is adequate. It is up to the teachers who want to look for something new and engaging for both them and the students. In general, students and parents seem to like these new approaches, as long as they see improvements in learning.

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In greek kindergarten the curriculum is much more flexible than in primary or secondary school. We are very lucky to implement new methods or approaches without unsettling the curriculum and, of course, gaming and gamefication are a certain part of it!!!

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The curriculum and time are not so flexible, but it is the teacher who makes the difference if he/she wants to apply new pedagogical methods.

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In Portugal the curricula are quite flexible to allow to implement new pedagogical approaches like PBL and gamification. The only problem is that in our schools there are many teachers who don’t want to change their traditional method and they say that the curriculum makes it difficult. It depends on the preferences of the teacher, some are more active than other and like to include in their teaching new challenges. I teach Spanish as a foreign language and the curriculum is very flexible. I don't have problems to implement new pedagogical approaches in my classes, because it is a way to engage students and develop 21st  century skills.

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There are no strict school curriculums in my country. I can implement new approaches in my classroom. It may be strange at the beginning to think and act outside the box, but the students will easily get used to the changes because they are born in the era of digital technologies

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I often use games in my classes, especially when these are held at those times when students' attention is lower. I can thus get their attention and make them actively participate in the lesson. I had never studied the innovative methodologies discussed in this learning event. The school in which I teach is very opened to new methodologies and the use of technology,  the curriculum is very flexible. Each teacher can use the methodologies he believes are suitable for the class. The purpose of our teaching is to make our students grow by giving them the means to have autonomy of thought and action, respecting the rules and the rights of others . The new as well as the old methodologies can help us

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I have been teaching English for 12 years and so far I haven't face any difficulties while implementing new approaches. Our curriculum is flexible and actually national educaiton ministry also wants us to use new methods.

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I did not use PBL in my classroom activities but the games, either outside or on the computer, or playing cards, use them every hour as my pupils are small and the game is a fun way to learn.
Children learn, repeat or fix certain notions without realizing when time has passed

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In my school , in Portugal, we can use all the technology to teach and there is no problem with that ... My school places great value on teachers who use new technologies and innovative projects like PBL or educational games. This year we got the etwinning school label...
The programs are extensive but with some technologies even it is easier to fulfill these programs because they cover many contents ... the biggest problem is the time that the teachers have to dispense to learn all these new technologies ... often using their personal family time to be able to learn more and make classes more innovative ... also sometimes the net fails..This happened already this year when trying to give one issue lesson with the plickers. But when it works it is very rewarding for the students and for teachers because we have the evaluation right away.

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I have a teaching experience of 23 years in teaching English in primary and the curriculum was not enough flexible to give the teacher the choice.This year a great importance was pai on the integration of development of digital skills.So implementing the gaming and PBL became important and easier.we implement games and PBL and try to introduce them at the part of our unit plan of the lesson

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In my school curriculum, i have integrated ICT resources and there will be no problem to integrate PBL and gameification.

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In Portugal, i have to teach the curriculum because of exams, and so one. I can’t say it’s very strict, but you have to do it. But I wouldn't say that the curriculum makes it difficult to implement new pedagogical approaches. I always try to do it: sometimes it works, others not. J I think that every teacher has the possibility to teach the curriculum as he wants, using or not ICT tools, creativity, etwinning projects, imagination. We have to manage and decide the best way. I think that the biggest problems are to have time because we spend a lot of time at school (27 hours!!!!), the slow internet connection and old computers.

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I have been a teacher for 20 years and I have never felt this problem. I have used games as a teaching strategie as long as I can remember and nowadays, with all the ICT resources, it gets much easier. I don't think PBL and gamification are new pedagogical approaches... in fact, they have always existed and have always been used by a few. The curriculum is one thing, the way you decide to teach it is another. It just depends on the teachers, on their will, on their imagination, on their openess to change.

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In my country we do not have this problem, since in Portugal there are curricular flexibility projects in which we can manage a part of the curriculum in a different way and there we can use innovative teaching methods more easily.
Our main constraints are most of the time, the exploration of the PBL and gamification, has to be done in post-work hours because at school we do not have the time for this, we do not have enough computer equipment and also internet-connected diculties.

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 My school supports innovative approaches. Our curriculum is flexible and open to change. in elementary school, the measurement system is inadequate. We have a curriculum to measure academic achievement.

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I use different approaches in classroom. Usually I start a lesson questioning about homework or an aspect of the last lesson. Dpends on the topic, the hour of the day, first hours or seventh/eight hour in school for students, I change strategies. It may go from little games in the classroom as the other day I invented ta game "Take track of the properties of exponents"t. Math Lab with geogebra and pbl or simply find a flowchart to solve an algorithm with www.draw.io or so on.

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It is not made easy to include new methods because everything is being streamlined and kids are taught to the test as well as constantly compared by unified standards. This is not quite compatible with pho and the unstandardized outcomes of complex projects. Grading really gets in the way of development meaningful skills msometimes.

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I wouldn't say that the curriculum makes it difficult to implement new pedagogical approaches like PBL and gamification. Yes we are busy, but so are all teachers, everywhere. I think it is more down to the style, experience, CPD and preferences of the teacher. Some will actively want to embrace new challenges more than others.

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In Turkey, overloaded curriculum is a serious problem in fact but this situation push the teachers to make searches for useful, efficent and fresh methods to save the time and energy. I think it is depending. It is a matter of not what to teach but how to teach because with the right method and good planning one can teach several things at the same time.

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Sometimes, it's difficult with schools where teachers are there for ages. Personally, I decided to move from my traditional old school to a new one which works through projects along the whole school year. This methodology is applied not only in kindergarten but also in primary where projects are focused on student learning goals and include different types of activities.

So after working in a new methodology I want to reflect what have been my feelings about Project Based Learning.

Adopting the PBL approach has produced a change in my way of teaching. I have to improve the presence of different levels of learning and special needs, the competences and social skills. It makes that students have to work in their own way to solve problems, to think and to access to information, processing and learning.

Personally I think that this way of working has enriched me as a teacher because I have the challenge of improving my lessons every day through individual work but most of the times through cooperative teams by asking questions and doing research as well and making the students decide by themselves.

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In Italy there is no problem about implementing gamification into the classroom.I usually implement games in my etwinning projects.

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In Poland it's not a problem to implement gamification into the classroom, especially on German or English lessons. Many lessons are interactive, more and more schools are well equipped in SmartBoards and computers, so it's also possible to have some Quizizz or Kahoot challenge. Moreover, it's even stated in the curriculum that students must be engaged in project activities such as eTwinning.

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In my opinion we still do not teach skills for the 21st century enough. But I do not see a problem with using PBL in classes. What I see as a problem is insufficient equipment of tablets, PC etc. but everythink is getting better and also it depends on school.

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Although from a legal and theoretical point of view teachers are free to organise their teaching, the wide syllabus imposed and the constrictions of parental complaints makes us teachers not to have much freedom in reality.
Also, schools are still planned and built according to Victorian style teaching and sometimes we do not have the budget to modify spaces accordingly to PBL syllabuses.
National exams are another important issue, number of pupils per teacher/classroom, ...

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As an English language teacher working for different age groups, I can tell that language teaching curriculum is really intense in Turkey. But we have the autonomy on how to implement it. So, according to students' language levels we can put more focus on some topics rather than wasting time on unnecessary details. As for using new pedagogical approaches in teaching, it is totally related to how much of your personal time you can dedicate to your professional development. I think that not using new approaches has nothing to do with the intensity of curriculum. It is all about motivation and desire of the teacher and students.

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It is really difficult for me to implement new pedagogical approaches because the educational programme has a lot of contents and students must take exams at the end of the course in order to join university. But, to the extent possible, I try to introduce gamification and other activities to motivate them and to change my teaching dynamic.

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It's not a problem at all. In Sweden, the curriculum states what the students should know or what skills they should have at the end of year 3, 6 and 9. How to teach is not decided by the curriculum. Some schools have less access to computers than others, but most schools are very well equipped.

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In my school there is no problem, indeed!
Our goal is less lesson and more social mediation activities for self-organization and awareness: cooperative learning, flipped classroom, labs gaming... A didactic for skills that give "motivation": the pupil tries to learn; "inclusion": every pupil finds his own space  and "competence": the student puts his knowledge into practice. I see that where I have the chance to have lim in the classroom it is much easier to get satisfactory results or to get everyone involved. Unfortunately technology is not present in all classes and this is a big limit. You can still propose many other games .. and as I am a teacher of English at the primary school I know many and many of them, invent continuity, and everything is more stimulating!

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No, I work in Germany, where you are always welcome with new ideas, that will motivating students to learn.

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We have a curriculum that we should follow, but we are not restricted in how we do it. We are even encouraged to involve our students in PBL and to use digital/online games during the lessons. Not all our students understand very well what is PBL and we are in the period when we try to teach them this approach. We also involve students in different national and international projects, which is a part of teaching strategy,too. Fortunately I am an English teacher and PBL and games can be easily integrated in my lessons.

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It's not a problem in Portugal. Our teaching methods are quite flexible.
To teach a foreign language, in my case french, I make a lot of games (digital).
I'm the author of: "English is fun" , "Bibou et ses amis" and "Castelo musical" http://www.dge.mec.pt/recursos-multimedia-online
, "Jogo das coisas"  (French games) http://nautilus.fis.uc.pt/cec/jogocoisas/

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I'm a music techer in Portugal.
Now we are in curricular autonomy.
I have freedom in my class and It has always been this freedom that made me happy and I believe it also made and makes my students happy. The passion I feel to teach does not hold since I began to teach, it has been and is growing over the years, because I continue to learn with my students, and for me to learn is very important in any context.
The Portuguese or mathematics teachers do not have this freedom because they have national exams.

When  I start teaching, I always start from practice to theory and my students have good results.
Last year wehad national  tests where the students had to sing and play a melody and then compose a small piece. The result was excellent.

The big problem it's the lack of time to explore PBL and gamification because we have many bureaucracy at school and sometimes we lose energy with that.
Carla

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I think the Polish school curriculum is quite intense however if you really want you can involve your students in gaming and PBL. I am lucky because I have some extra hours with some of my classes to motivate them to learning and these are the hours I use for projects. But not only such. You can choose or create a project that will go along with your curriculum and you can easily do it with your students and make their learning encouraging and fun. I try to do it too and I observe that my students are eager even to come earlier to school or stay a bit longer to do things connected with projects. They get really involved

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The school curriculum influences a lot on what to teach, but it doesn't influence on how to teach it. The main problem is that teachers are not always willing to try something new and to learn something new. To implement PBL and gamification needs many efforts to be taken. When the teacher is creative and wants to engage his/her students, new innovative approaches are welcome.

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It's not a problem in France because we are supposed to integrate PBL as much as possible. Our teaching methods are also quite flexible, which makes it easier to use gamification as well.

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My school curriculum not makes me difficult to implement new pedagogical approaches like PBL., but i think also that, sometimes, the problem of connection and the absence of the tools or the lack of adequate  structures, is disabling.

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In my case, not only school district curriculum makes difficult to implement new pedagogical approaches like PBL and gamification. One of the main reason is because I teach a lot of subjects every year. For instance, this year, I have 7 completely different subjects. In some classes, there are 33 students and only 1 class per week. Classrooms in which I teach are mostly ordinary classrooms, only with a blackboard and chalk, without a computer.

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I think that in Italy the scholastic curriculum is enough to be able to experiment with innovative teaching methods. perhaps in many cases the problem is the lack of adequate structures to create an adequate educational context.

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It is not always because of the strict curriculum that we face problems integrating PBL and gamification in the teaching process... Anyone can use even a simple ball and implement in his teaching PBL and gamification details... For me it is the luck of understanding of the educational personal surroundings... Mostly they think, that I am not doing my work, as I don’t teach German (that is my subject) by ... the book: Grammar, exercises, Vocabulary, Tests etc...
Even if I try another kind of assessment with Kahoot, they think that we are playing some digital games…