www.learningsummit.eu 28 public and private school education will be critically examined, interpreting the possible lack of them. Using GenAI technologies in DGBL could upgrade this field since they improve students’ learning performances and promote their engagement with it, making the overall educational experience more enjoyable for learners. Moreover, GenAI-facilitated DGBL enables player data analysis, providing valuable feedback to game designers and, eventually, educators and education administrators. Through various customization and personalization options, each student’s engagement with GenAIpowered DGBL will constitute a unique learning journey that could take diverse forms. The introduction of Generative Artificial Intelligence to DGBL will also welcome more interested teachers to participate in relevant hands-on projects in schools. The game design will be easier and more flexible thanks to GenAI’s advanced features and will not require coding knowledge as a prerequisite. However, the possible challenges of such an important evolution should not be underestimated, such as ethical and artistic considerations. With a special focus on language subjects (e.g., modern and ancient Greek and Latin) due to our expertise, we attempt to present shorter or longer playful activities that approach learning and assessment using digital technologies and GenAI. All of them are part of our program proposal called GlossapIAI. Presenting this as a hypothetical case study platform, this article will delve into the suggested usage, through meticulous prompting, of GenAI chatboxes, Photo- and Video-GenAI apps, and more to co-construct a shared repertoire of GenAI-enabled DGBL activities for Language subjects. Promoting Gender Equality in STEAM through Innovative Educational Practices: Insights from the Blooming the Future Project Iro Koliakou1, Eleni, Mangina2, Tharrenos Bratitsis3, Maria Kyriakidou4, Dominique Persano Adorno5 and Calin Rus6 1. Anatolia College, Thessaloniki, Greece 2. University College Dublin, Dublin, Republic of Ireland 3. University of Western Macedonia, Thessaloniki, Greece 4. Anatolia College, Thessaloniki, Greece 5. University of Palermo, Sicily, Italy 6. Intercultural Institute of Timisoara, Timisoara, Romania This paper outlines the 'Blooming the Future' project, an EU-funded initiative aimed at addressing gender disparities in the STEAM fields— Science, Technology, Engineering, Arts, and Mathematics— among participants aged 14 and above. Led by the University of Western Macedonia with partners from Greece, Ireland, Romania, and Italy, this project is dedicated to enhancing gender equality through innovative educational practices across Europe. The initiative utilizes a suite of tools designed to empower young women and encourage a diverse range of students to engage with STEAM. These include a comprehensive online toolkit with educational resources, a narrative handbook featuring stories of women in STEAM to serve as role models, and targeted training programs for educators to promote gender-sensitive teaching approaches. By focusing on adolescents and young adults, the project targets a critical career and educational orientation period, aiming to influence future academic and career choices in STEAM fields significantly. The project's approach supports the enhancement of technical competencies and emphasizes the transformation of social attitudes towards gender roles within STEAM, promoting an inclusive culture that values diversity in educational and professional environments. This study presents outcomes across the four participating countries, illustrating both common challenges and unique national circumstances that influence the project's
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