<< Background >>Attention to gender diversity is a challenge in the current education system in Europe. The main educational guidelines promoted by the European Union (EU) to be implemented in schools, aim to increase the performance of all students, respect and diversity (Nargis & Tikly, 2010). However, despite the fact that these guidelines are not new, and that progress has been made towards equality for LGBTIQ + people in the EU, the current European reality shows that discrimination against these people persists, (European Commission, 2020). There is a long way to go to fight gender discrimination, sexist hate speech and gender violence against women and girls (European Union Agency for Fundamental Rights, 2017).Therefore, it seems necessary to work on adequate education on gender equality for children and teenagers, understood as a comprehensive action that addresses the emotional, relational, socio-psychological and health aspects of gender, sex and sexuality; also addressing relationships, love, affections, friendship, equality, diversity, respect, consent and consensus, sexual relationships, health protection, caring for others and self-care (Evans, 2016; Halstead, Taylor, & Taylor, 2005; Szirom, 2017 ; Willis, Jozkowski and Read, 2018).In this sense, GaminGEE will provide teachers and educators with guidance to identify and address inappropriate behaviours against gender diversity, provide support to those who suffer from gender diversity and guide young people towards understanding and tolerance of gender diversity. Once the current situation has been analysed, the appropriate resources will be included in the guides for families and educators, and they will be emphasized through the video game, which will contain the practices of the educators/family guides presented in an attractive way to influence children and teenagers.Specifically, GaminGEE tackles the problems of non-consensual sexual relations, dating and gender violence, discrimination against LGTBIQ + people and women and high-risk behaviours at present to overcome the barriers and difficulties that cultural reproduction and in particular, pop culture can increase.GaminGEE also advocates for the social inclusion of the LGTBIQ + community and any other sexual minority, paying attention to the violence suffered even in formal education settings such as schools.In summary, the project aims at raising awareness and change minds for eliminating violence through innovative practices deep-grounded in the present and the digital era. The results will be easily transferred and scaled-up at European and international level due to the Partnership's geographical coverage, which ensures the socio-cultural adequacy of the resources and foundations, theories, and methods on which GAMINGEE relies upon.<< Objectives >>GaminGEE aims to prevent inequality gender from early ages, fighting high-risk behaviours such as non-consensual intercourse, gender-based violence (specifically, sexual violence, but not restricted to that) and discrimination against women and LGTBIQ+ people. The GaminGEE specific objectives are:1.To provide educators and families with effective resources for using with their children in order to raise awareness of values applied to sex and affections, such as gender equality, mutual respect, mutual caring, self-caring, consensus and consent, sexual diversity, etc 2.To develop healthy sexual and affective behaviours in teenagers. 3.To prevent sexual violence (sexual harassment, rape, non-consensual behaviours, etc.) and biased gender roles among youth, being the vast majority gender-based sexual violence.4.To prevent bullying and violence against sexual minorities and promote behaviours that consider diversity as a special opportunity to grow.In sum, the GaminGEE objectives are addressed to change minds relating to biased gender roles and to eliminate tolerance to any form of violence and the psychosocial patterns contributing to its perpetuation, through an attractive and easily recognisable toolkit for educators and families (guide) and children (videogame).Thus, GaminGEE proposes an innovative intersectional approach applying sex-gender perspective to formal and informal education. For that, the project will create a graphic adventure that will allow access to sexuality and gender-based role-playing from every smartphone. Although, role-playing in Sex Education is already validated (Jenson & De Castell, 2010; Kashibuchi & Sakamoto, 2001), there is no graphic adventure for mobile phones specifically addressed affective-sexual education through an intersectional perspective and role-playing. For that, GaminGEE will offer the first sex educational role-playing game available for the most widely used platforms among the target group. In addition, the project goes far beyond the traditional approach (sexual health and physical issues related to normative intercourse between a man and a woman) and provides guides with a composite perspective of merged values, ethical issues, challenges of inclusion and equality, sexual diversity, gender concepts and, in short, a complete bio-psychosocial approach on sexual and gender education.<< Implementation >>Different activities throughout the project implementation will carried out to reach the objectives of the project. Kids, teenagers, families, teachers, external experts, game developers and stakeholders will be invited to participate in these activities to include all possible viewpoints in the elaboration of the results/outcomes. The following activities have been planned: -At least two focus groups will be done per country participating in the Partnership (one focus group with 8-10 kids and teenagers and the other with 8-10 teachers and parents) to prepare a collaborative game plot (R2). In total, 16-20 participants per country.-A testing game activity involving kids and teenagers from 9 to 15 years old (R2).-A training programme activity “Playing the game” involving educators, experts (gender-based equality, sexuality, children rights’, psychologists with experience in LGBTQ+ issues, social workers,…) and game developers (R2).-The guideline’s revision activity involving 3 educational professionals and 3 families per country (R1).Furthermore, different activities regarding the sharing and promotion of the project will be held: The first multiplier event in Czech Republic to disseminate the R1 with 30 participants comprising: -(Education professionals (teachers, principals), social educators, social workers and community workers involved with the youth and the childhood.-Families of children and teenagers.-Researchers in the fields of gender equality, game-based learning, videogames in education, new trends on education and innovative-active methods, gender-based approaches, psychology applied to education, social psychology, etc.-Institutional stakeholders: policymakers, public administrations, regional entities and officers involved. The second multiplier event in Estonia to disseminate the R2 with 30 participants comprising:-Education professionals (teachers, principals), social educators, social workers and community workers involved with the youth and the childhood.-Civil society and advocates: women, LGTBIQ+ and sexual minorities, advocacy of sex education, of emotional education, etc.-Creative industries: videogames, game-based learning, gamification and serious games, SMEs or agencies working on big impact communication for awareness raising, etc.-Families and children and teenagers accompanied by their families.-Researchers in the fields of sexuality and sexology, game-based learning, videogames in education, new trends on education and innovative-active methods, gender-based approaches, psychology applied to education, social psychology, etc.-Institutional stakeholders: policymakers, public administrations, regional entities and officers involved.Besides, for the correct progress of the project, partners will organize 4 transnational project meetings (Burgos, Prague, Valencia and Tallin) and 5 online meetings.<< Results >>The project promotes multi-disciplinary cooperation among all stakeholders, able to merge game-based education and awareness-raising. As a result, 2 results will be delivered. The first result (R1) will be comprised of two comprehensive guides for conducting interventions with kids and teenagers between 9 and 15 years old, in formal (educators) and informal (families) education environments. It will be published, freely available on a Virtual Learning Environment (VLE). The fundamentals are the sexuality and gender perspective and also the bio-psycho-social approach, as well as non-directive and active pedagogies for discussing key issues at the classroom or in home. Main contents are equality, sexual diversity, consensus and consent, self-caring, caring of others, love and emotions.The guide for educators pretends to raise awareness about gender diversity issues in order to prevent sexual violence (sexual harassment, rape, non-consensual behaviours, etc.) among youth (9-15 years old), being the vast majority gender-based sexual violence and it also aims to avoid bullying and violence against gender diversity minorities. Thus, suppose a great added-value resource specifically adapted to the new challenges that are the changing reality on relationships and sex-gender interactions.The guide for families is focus on providing them with information and materials in the field of prevention of gender and sexuality inadequate behaviours, and value-based sex education for kids and teenagers between 9 and 15 years old. Gender education (or “sex education”) has been traditionally understood as a “set of medical advice” mainly about contraception and sexually transmitted infections, instead of a comprehensive education joining psycho-emotional, social and self-care competencies; that is the innovative approach of GaminGEE.This result will increase knowledge and awareness of the topics mentioned above while addressing sexuality holistically and gender perspective in formal education and will provide continuity at home.The second result (R2) is the graphic adventure based on an intersectional sexuality-gender perspective for guiding gender equality education, understood as a comprehensive education on emotional, health and social issues and it will be addressed to kids and teenagers between 9 and 15 years old. The game's plot is based on the guidelines used and developed on the guides for educators and families to consolidate the outcomes reached by teachers and families.The idea is to design a game attractive by itself and put it at the disposal of the kids and teenagers. It will be available to be downloaded in digital store such as Steam Store for PC platforms, App Store and Google Play Store for mobile devices, PlayStation Store for PlayStation 4 and PlayStation 5, Nintendo eShop for Nintendo Switch and Microsoft Store for PC and Xbox platforms.Lastly, one Learning, teaching, training activities (Spain) and two Multiplier Events (Czech Republic and Estonia) will be conducted:C1: “Playing the game”: A training programme for educators, experts and game developers.E1: Knowing the VLE for gender equality education.E2: The future of gender equality education: game-based learning, role-playing and new technologies for educating emotions and affections.

<< Background >>The core initial group merged University of Burgos as well as Fundación Miradas (Spain), Fondacija hiljadu želja (Serbia) and FPDA-Portuguese Federation for Autism (Portugal) as assistance, protection and VET providers of people with autism spectrum disorder and their families. These organizations carried out a research study oriented to the needs identification and analysis of the target group, and the results showed the difficulties in relation to the confinement situation and the challenge faced by autistic people and their families, highlighting greater difficulties in managing daily life activities, increased levels of family stress and an increase in behavior problems. In relation to positive aspects, the role of online support received and its potential was remarked upon. In the same line it revealed the lack of support and the feeling of helplessness while many of them were capable before the pandemic. Conclusions of the mentioned research showed that the pathway to digital readiness of autistic people, their families and education professionals demands, on one hand, accessible digital technologies (training platforms) that facilitate training, learning and personal development for people with lower cognitive levels. On the other hand, specialized training for education professionals in the use of these technologies.The conclusions and perspectives of this research and the solid background (research activity related to practical application of intervention programs and on the ground permanent contact with organizations and VET providers) of University of Burgos, paved the way to set under the spotlight the Vocational and Educational training framework, the need of purposeful use of digital technologies in that educational scheme and development of digital skills and competences of people with autism spectrum disorder through appropriate programmes and initiatives, as underrepresented group in the digital scene.Together with the core initial group, Tady to mám rád, z.s. TTMR (Czech Republic) VET provider as project partner and the Associated Partners (see Associated Partners section) highlighted the following needs and challenges, which were compiled and shared during scheduled meetings in the project preparation phase:•Lack of accessible tools.•Lack of competences (teachers, students with disabilities and their families). •Lack of adapted training for professionals in the use and management of digital technologies. •Poorly adapted educational methodologies and few technological resources. As a second step, the mentioned needs analysis on the digital divide, lead to a broader vision by reviewing and ranking the Learning Management System LMS platforms that exist, selecting an educational platform of free and open source software, according to objetive criteria.IDEAL Project aims at addressing the mentioned needs through the provision of an adapted Learning Management System (LMS) following accessibility requirements for autistic people within VET contexts, the integration of educational methodologies that allows evaluating different digital tools according to their usefulness for people with autism, in a personalized manner for each individual development; and finally the provision of a methodology for digital training of people with ASD, families and education professionals.<< Objectives >>According to most research studies on the negative effects on the collective of autistic people, and in anticipation of the pandemic extending over time (or new similar situations arising in the near future),it is urgent to address the need of designing /reinventing educational services delivery using on line/virtual tools. First observations (Narzisi, 2020) on already developed online attention initiatives showed up that communication and cognitive difficulties of people with greater support needs, is an extra barrier towards an effective online support implementation.These barriers in accessing digital technologies are mainly caused by a lack of accessible tools; lack of competences (teachers, people with disabilities and their families); poorly adapted educational methodologies; and few technological resources. More specifically, digital tools are often designed for the general population without taking into account the needs of autistic people with lower cognitive levels (levels 1 and 2, according to the American Psychiatric Association, 2013). Tools adapted to the cognitive needs of such individuals through the incorporation of easily readable texts, and use of pictograms and graphic resources are strongly required.Such needs are similar to in relation to training, capacity building and online care methodologies. Another important obstacle is the lack of skills for the use and management of digital technologies by the professionals who attend them, for which adapted training is also required. In this sense, autistic students with lower cognitive levels need to improve their digital skills in order to bridge this gap and successfully use digital resources and technologies. Likewise, support and training for families is also essential. In addition, many autistic people and their families lack from the technological resources to autonomously access digital services such as online training and care.GENERAL OBJECTIVEThe objective of the project is to eliminate the digital divide suffered by autistic people with lower cognitive levels in VET contexts, facilitating autonomous equal access to digital technologies that would guarantee the continuity of their educational processes and their social and personal development, even in situations of lockdown.OPERATIONAL OBJECTIVES1. To adapt a Learning Management System (LMS) following accessibility requirements for autistic students within VET contexts.2. To design educational methodologies that allows evaluating different digital tools according to their usefulness for students with autism, in a personalized manner for each individual development. 3. To deliver a methodology for digital training<< Implementation >>The project methodology follows the 3 phases organizing the development of the Project Results and all complementary activities which are:PHASE I,PREPARATIONEach of the four VET organizations working with autistic people, will set up a mixed work group, made up of people with ASD with lower cognitive levels who are the final target group of the actions (5 students), education professionals (5 people) and families or caregivers (5 people). This group will participate as a discussion group for the definition of development areas and in the design and development of adaptations, methodology, tools, etc., validating the results obtained.PHASE II,DEVELOPMENTIn this phase, the educational platform of free and open source software selected by all partners will be adapted within the framework of the project. A schedule for the implementation of the adaptation and subsequent validation works will be drawn up. Adaptation at cognitive level, usability (attractive) and flexibility (adaptable to the profile and needs of each individual). The already identified needs will be categorized and an intervention proposal will be delivered, including the definition of the areas .This intervention proposal will be the basis for the compiling of virtual educational resources (technological applications) for online capacity building purposes of people with cognitive difficulties/ASD. These virtual educational resources will be validated by people with autism who are one of the target groups of the project in order to form this repository of accessible virtual educational resources. The intervention proposal will also be the basis for one of the methodological guides, aimed at autistic people, in which objectives, methodologies, and proposals for activities will be defined in each of the areas. A general proposal on the educational platform would also serve as the basis for designing individualized itineraries or educational processes, containing a combination of different activities and proposals so that the person with ASD will be able to achieve the different objectives of each area of development.Each application (virtual educational resource) will be analyzed to find out the required level of the individual: cognitive, functional, social and attitudinal levels.The evaluation (and the virtual matchmaking of both figures) of the cognitive level of each person and the required level of each resource bring up a new methodology that will be materialized as a tool, that will allow evaluating the adequacy of different virtual educational resources according to the abilities of autistic people, thus selecting those with the greatest relevance in terms of accessibility, usability and educational value to meet the needs of each user. PHASE III,VALIDATION AND DISSEMINATION<< Results >>The proposal faces two specific challenges that will be materialised:- Usability of the Learning Management System so that the main results will combine cognitive accessibility and appealing design, leading to (not only understandable but also) captivate and motivate the whole range of VET students with ASD even those facing stronger barriers.- Custom-made solutions, so that the main results will match/filter already existing technological applications in regard to autistic student cognitive level, among other criteria.The tangible results that will be obtained through the project and that will facilitate the access and use of digital technologies by autistic students are:2 Project Results will be developed during the project:R1. An educational friendly LMS usable autonomously by students with ADS with lower cognitive levels (level 1 and 2) adjustable to each individual. It will include an online repository of adapted and appropriate digital educational resources selected by a methodology framework (R2) that allows filtering which educational software would be the most appropriate one for students with autism and intellectual disabilities, taking into account their cognitive level and the characteristics of the software themselves.R2. A methodology for digital training of people with autism, their families, and VET professionals in the use of the educational platform.In regard to the Project Results workflow, the completion of R1 will sequentially lead the development of R2.Likewise, an extract on the lessons learnt and recommendations to face lockdown situations in the format of a protocol guide will be producedIn addition, one Learning, Teaching, Training Activity LTTA and 4 Multiplier Events will be conducted:• C1: Training exchange: To train and support in the use of R1 and R2 Project Results. • E1, E2, E3 and E4: Multiplier events in each partner country (Spain, Serbia, Czech Republic and Portugal) at local level.• E5: Final conference in Brussels (Belgium), organized by Autism Europe.The project will be developed with the involvement from the beginning of professionals, families and students (co-creation): A mixed work group will be set up by each of the four VET providers organizations working with autistic people (Czech Republic, Portugal, Serbia and Spain). This group, hereinafter Validation Group, will participate in the design and development of adaptations, methodology, tools, etc., validating the results obtained.