"<< Background >>The project focuses on social inclusion of vulnerable young adults between the ages of 16 and 27 at a distance from the labor market and education. It is a follow-up to two projects; ""Move"" and ""Move Beyond"". This project should be the final piece of this trilogy, aimed at developing 21 century skills. The framework from which we want to design the project are Ludodidactic and Epimistic framing. We realised that in the MOVE BEYOND project we focus mainly on the content of the training using instruments and tools form Art Education and physical activities and on the role of the trainer from the point of view of constructivisme ( the learner in the centre) But what we left underexposed was to look at the learning behavior and learning processes of the participant. In other words no matter how well we make a training substantive and how we look at the role of the trainer as sender of the content, we are also dealing with the recipient of the content and what is needed to really touch the end user (recipient) to to bring him into a particular experience. Ludodidactics, designing education and learning behavior on the basis of game principles, was the answer to our question. The principles behind Ludodidactics do not focus on technology, but on people. Traditional education is often based on the content, the material. Ludodidactics is based on learning behavior and the learning experience of people. That is why it fits well with thinking in terms of learning outcomes. The l;udodidactics development program focuses on the application of new learning methods in both an online and an offline learning environment.Epimistic framing is an effective way of guiding the behavior of young people by giving a specific role. Addressing a student as an engineer will result in the student acting as a professional engineer towards the subject matter. A certain type of profession is associated with archetypal skills, knowledge and an identity that the student will imitate.<< Objectives >>The project result will strengthen the outputs of project ""Move Beyond"", but also existing processes within organizations where we focus in particular on the role of the trainer, supervisor, coach. The philosophy behind this approach is rooted in design thinking. Making a statement about the perspective from which you approach a problem and about the process you go through to go from problem to solution. Central to this is the user and in particular the user's experience (in the learning situations, both the trainer/teacher/coach and the learning user of the solution). Leading in this is the aesthetic of this experience. It is important to make trainers, teachers, educators aware how they can transfer content through tool mechanisms to rbe be able to really reach the (young adult) participants in their training, lessons, etc. To let them experience that instead of putting all their energy in the training, they should let the participants become an active user and as trainer, teacher,educator be more an observer than a transmitter of content.<< Implementation >>We will implement the basic principles of Ludodidactic, how to redesign existing trainings and create new trainings with re-integration, education, Art education and training institutions as an extra tool for trainers/educators/teachers to reach better their target group of young adults<< Results >>the product results will also be useful for other disciplines and otner target groups because the essence of the ludodidactics is focused on learning behavior and learning processes and this is applicable in a general way."