"The Council Recommendation on key competences for lifelong learning of 2018 emphasizes the need for a better integration between formal, non-formal and informal education, ""reinforcing collaboration between education, training and learning settings at all levels, and in different fields, to improve the continuity of learner competence development and the development of innovative learning approaches"".The DREAM - Digital Reality and Educational Activities in Museums project, proposes an innovative methodology to help teachers of the first grade schools to strengthen the key digital competence and cultural awareness and expression competence of students, collaborating with museums and cultural organizations to set up ""museaters"", aka augmented reality stages that transform the visit into a ""museatrical performance"", a participatory transcultural edutainment event. Speaking with Shakespeare ""All the World is a Stage"", the teachers transform the museum into a theater, engaging students in the production and staging of plays, where the showcased items are the trigger to make their own Storyworld materialize as customized immersive digital scenographies that can be revealed by mobile devices.The DREAM project pursues this goal through three actions:• defining a methodology that codifies in a detailed way how to establish a collaboration practice with a museum, from the signing of the initial agreement to the staging of the performance, going through scriptwriting, making the digital scenography and setting it up in augmented reality;• developing a digital platform to support all the processes described in the methodology. The platform also includes a repository of cultural OERs, created by partner museums and made available to teachers to enrich their digital scenographies;• developing a blended course for teachers, that uses exemplary scenarios to guide them step by step up to the staging of their first museatrical performance.The DREAM project involves 45 teachers from Italy, Croatia and Portugal and 900 students, 30 ofthem with learning difficulties. In each participating nation, at the end of the project, each teacher will have staged his/her own museatrical performance at the partner museum. The best ones will be awarded in the final public opening events of each national museater. In a special international event at the Postimuseo of Tampere in Finland, that will be broadcastend in streaming, all partner museums will stage a co-produced transcultural museatrical performance, using materials developed by the schools during the project. The absolute best museatrical performance will also be awarded on this occasion.At the end of the project, the partners aim to activate regular collaboration programs for the staging of museatrical performances between all the participating schools and the three partner museums in Italy, Croatia and Portugal, accrediting them as alternative development environments of the digital and cultural skills of students. The desired outcome is that the presence of these focal points will encourage the spread of regular non-formal and informal learning programs, with mutual benefit for schools in terms of quality of the educational offer to students and for museums in terms of diversification and retention of the audience.In the long term, partners expect that the presence of a meticulously coded methodology equipped with all the tools necessary for its implementation along with the hoped for success of its application in pilot contexts will lead to the diffusion at an European scale of the museatrical format for the development of digital and cultural skills, with its potential expansion to all school cycles and other sectors such as adult education."