This project has been based on working cooperatively between 3 countries from different parts of Europe (Greece, Italy and Spain) to create a board game on 4 themes of our countries: traditions and traditional games, gastronomy, monuments and emblematic characters. This game has fostered different skills, which is why it has different types of questions: taboo, pictionary, questions.The objectives we sought were to achieve a quality education through: -Acquire high-quality skills and competencies that help us INCLUDE students: reduce dropouts, extend the study period and improve academic results, in addition to facilitating insertion into the world of work. -Getting motivating, creative, permanent and meaningful learning through RESEARCH and GAMIFICATION. -Learn our HERITAGE. Subject whose interest is shared by all members and which has also offered a great variety of possibilities to carry out INTERDISCIPLINARY and COOPERATIVE work, undoubtedly managing to enrich everyone's work.Three types of activities have been developed: before, during and after the mobilities.Before the mobilizations, each country has investigated and developed activities from each department on its heritage:Gastronomy-Natural C., Monuments-Technology, Geography, Traditional Games-E. Physics, Characters and traditions from almost all departments. These activities have been part of the curriculum development of each subject and have been evaluated through a rubric where competences such as oral and written expression, digital, creativity, in addition to the contents are evaluated.We are editors: During the mobilities each department prepared for the visitors an exhibition of their work where they show a part of the country's heritage.We are designers: The mobility students have come together in mixed groups to make decisions such as the following: material and rules of the game (Spain), choice of the logo for our project and as a print for our game box (Spain), design cards (Greece) and the board (Italy) and each of the questions and taboo words that make up our cards (in the 3 countries).We are guides: Monuments, sculptures, museums, etc. have been visited to better understand the heritage of each country, where the students have been guides or have been the main protagonists of said visits.We are a chef: We have tasted the typical gastronomy in restaurants and typical dishes have been cooked between siblings and families who have come together to unite, parents, teachers and students in the centers.We are athletes: traditional games and dances from each country have been taught and practiced.Activities have also been developed after the mobilities promoted by the mobility students and which have consisted in the dissemination of the heritage of the visited country.The result or final product has been a game designed entirely by the students: Rules, board, cards and chips, as well as the content of the cards and the material to learn about the heritage of the three countries before playing, full of activities , where we have worked in an interdisciplinary way under a common theme: our heritage-NOSTRAM HEREDITATEMThe benefits that we have had and that will continue to increase have been twofold:On the one hand, on the students, achieving greater autonomy, ability to manage their own learning, tolerance, cooperation, respect and will also help them to be aware that what they have learned reverts to improving society.On the other hand, on the teaching staff, allowing us to broaden our horizons and improve and innovate in our teaching practice. Linguistic impact of different languages ​​on all participants and above all, continuing to work on projects in an interdisciplinary way makes us all go towards the same type of teaching, more practical and motivating for the students