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Exploring Playful Learning: An Experience from the 21st century European Teachers Study Visit in Palermo
Addressing the societal changes that are currently reshaping Europe means acknowledging the importance of moving forward collectively. This is the guiding principle behind XXI-EU-TEACH, a project that emphasizes the value of international exchange and collaborative learning in experimenting with new educational strategies to tackle these challenges.
As part of this vision, the project consortium is conducting a series of co-observation visits aimed at exploring innovative methodologies and exchanging best practices in four key educational areas: technological empowerment, environmental sustainability, entrepreneurship, and playful learning.
This time, it was Palermo’s turn to host and showcase its work to project partners from Denmark, Finland, Belgium, Spain, and Romania. Over the course of three days, from February 5 to 7, 2025, participants observed playful learning activities co-created by teachers at the local school Istituto Comprensivo Giovanni XXIII-Piazzi. The visit fostered meaningful discussions and exchanges on the application of playful learning methodologies and co-creation processes in different national contexts.
Day 1
On the first day, project partners were welcomed and introduced to the Italian school system, as well as the teacher training and recruitment system. This session set the stage for in-depth group discussions, where in-service and pre-service teachers, along with project coordinators from partner countries, had the opportunity to compare and confront their respective educational systems and the teacher profession. The exchange allowed the participants to view their own educational systems from new and different perspectives, enriching their understanding of the strengths and challenges.
Day 2
The second day was dedicated to observing playful learning activities at Istituto Comprensivo Giovanni XXIII-Piazzi. These were the result of several weeks of collaboration between in-service and pre-service teachers, involving numerous meetings to discuss and design a cohesive learning journey centred on one challenging theme: quantum mechanics. The experience demonstrated that science not only can be taught through play but can, in fact, be playful in itself. Three activities were performed by students from both primary and lower secondary grades. However, their involvement went beyond simple participation: they actively contributed to the ideation and creation of the materials, bringing creativity to the entire process.
The first activity, “ATOMS & CO ECO-LAB”, was a revamped version of the classic Goose Game. Three primary school classes competed, with two children per class acting as the moving pieces while their teammates answered quantum mechanics-related questions based on the colour of the space they landed on. During the preparation phase of the game, pupils learned about the structure of an atom and were challenged to assemble an atomic model correctly. Working in small teams, they brainstormed ideas on how to build a functional and accurate model. Then, in a hands-on activity, they constructed the atomic models using recycled materials and decorated them creatively. This hands-on process allowed them to learn and reinforce key concepts of quantum mechanics and develop important skills such as collaboration, creativity, and risk-taking. Furthermore, the preparation and gameplay were designed to ensure equal participation and inclusion, ensuring every pupil was actively involved and engaged.
The second game, “Who Was There?”, took participants back in time to the 1927 Solvay Congress in Brussels, where the famous gala dinner concluded discussions on “Electrons and Photons” and “Matter and Light.” In this game, players had to guess which scientists attended the gala by placing their photos on a table they had previously built. As they matched each scientist to their biographical and professional profiles, the game helped demystify the iconic status of these figures, presenting them as relatable individuals. This objective was achieved through the collaboration between primary and lower secondary students and the use of a storytelling approach. The older students, who already had the necessary knowledge, took the lead in guiding the younger ones through both the game and the learning process. This enabled the younger students to grasp the concepts in a way that was more accessible to them, while the older students developed valuable facilitation and leadership skills. This collaborative dynamic created a rich, inclusive learning environment where transversal skills were fostered, enriching the overall experience for everyone involved.
The third activity was a modified version of the classic “Guess Who?” board game, featuring 20 scientists with an equal gender representation. This was an important opportunity to highlight the significant contributions of women in science and tackle the historical gender imbalance in STEM fields. The board game was created by secondary school students who researched famous scientists, their work, and their discoveries. They designed portraits of these scientists and crafted a functional board game using plywood.
The day was concluded by pupils’ performance artistically demonstrating quantum mechanics, reciting a poem and bringing holograms to life.
Day 3
The final day was dedicated to co-evaluating the activities and reflecting on the experiences shared throughout the visit.
A key takeaway was the appreciation for peer-to-peer collaboration in learning, an approach that stood out for its ability to actively engage students and help develop transversal skills across different age groups. This method not only empowered students to take on different roles within the learning process but also created a sense of shared responsibility and ownership of their educational journey.
The inclusivity promoted by the activities was also widely recognized and sparked meaningful discussions on how to implement high-quality personalized learning while maintaining a cohesive classroom environment. These discussions focused on evolving inclusion strategies in each participant's country, offering new and integrated perspectives on this topic, which remains central to the work of educators.
The discussion then shifted to the concept of playful learning and how it is applied differently across countries. It emerged that while Finland and Denmark typically adopt a bottom-up, discovery-based approach to learning, in Italy, Spain, and Romania, playful learning tends to follow a more structured path, often complementing theoretical lessons with practical activities aimed at reinforcing and deepening understanding. This contrast sparked a dynamic exchange of perspectives, where participants explored the strengths and challenges of each approach. By sharing their experiences, they identified valuable insights into how each system could be enhanced by integrating elements from the others, ultimately fostering a broader approach to playful learning.
To conclude the visit, participants engaged in a Photovoice activity, using creative expression to reflect on what the study visit journey had meant to them. This exercise brought many of the earlier discussions to the forefront, particularly the challenges teachers face in resource-limited and rapidly changing environments, where they often bear significant responsibilities. Despite these challenges, the activity underscored the importance of professional development and the value of supportive networks.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
