"The GBT project emerged at a significant time of change and challenge in European educational systems. The importance of games in supporting learning has been recognized but needs to be more integrated into learning design, practice, and assessment. The pervasive growth of enhanced digital technologies has greatly enhanced the opportunities but also needs to be more closely aligned to teacher training and support. Finally, the worldwide impact of the Covid-19 pandemic places new stress on educational systems - as it also impacted the development of the GBT project itself. The theory of the project based on innovation and collaboration made the structure agile & flexible and was considered suitable as it enabled continuous monitoring of progress and quick reactions to needed adaptations like Covid-19. The project objectives include: 1. A Guidebook for teaching with serious games - this output consists of two major sectors: 1.1 General recommendations on teaching with serious games 1.2 Learning designs based on case stories - 2 from each partner 2. “Changing the Game” - a practical course for teachers who want to use serious games in their teaching. The course will stand alone as an Open E-learning Resource (OER). Beneficiaries include: •Teachers and trainers, students with English as a second language and low-skilled workers (City LIt - UK); •Low skilled adults preparing for change of career (Fønix - NO); •Youth, i.e. age 15 to 21 who need to catch up with their basic skills before they can continue their formal education (BFI - AU); •New citizens in Greece in an inclusive and lifelong learning perspective (Platon - EL); •Teachers in Preparatory Adult Education and General Adult Education, Workers on training and for vulnerable young adults (VUC - DK). Approximately 1670 persons were targeted with the project as participating teachers, students and in dissemination activities. The main activities in the project were: •Experimenting with games in basic skills teaching•Learning outcomes with games as a didactic approach•Evaluation on learning outcomes with games•Transnational collaboration and knowledge sharing •Format on learning designs and guidebook•Collaborative content creation “Changing the game”•Get newcomers (non-experienced teachers) to try and use “Changing the game”•Evaluation of “Changing the game”We found that games add valuable aspects to education. Games change the classroom they are used in. They can create immersive worlds and offer challenging tasks. At the same time they bring a new form of interaction to the learning process. They are skills-oriented and emphasise soft skills like communication and collaboration. Games can motivate students who might be otherwise hard to motivate and they bring fun to the process of learning (Guidebook).In particular, the project has led participating teachers/trainers to open their eyes to the learning potential of commercial games such as ""keep talk and nobody explodes"", “Kahoot” and “Escape rooms”. The dissemination of the project shows a significant interest in using games as a new method. Originally it was intended to produce project specific newsletters, but this was replaced by a stronger concentration on the use of social media tools for both communication and dissemination. Seminars and conferences, webinars, online interviews all formed part of the original plan but in the end were not possible on a systematic basis due to the impact of the Covid-19 pandemic on travel, face-to-face meetings, multiplier events and general organization of publications and events.In the longer term we found that games and now also e-sports as a teaching method provide students with both social, digital, and entrepreneurial competences, when they are used in the basic skills teaching, professional and vocational education."