The project builded on the aim to highlighting the need for quality pedagogical training on a new technologically digital Era where education had less to do with reproducing information passively and had more to do with the development of creativity, critical thinking, problem-solving and decision-making. Regarding adult education these considerations were even more evident. Many times, adult education was seen as a less important training for unmotivated learners and with high dropout rates. Most of the times trainees of disadvantaged cultural, economic, and family backgrounds tended to reveal more academic difficulties, and those were accentuated over the years.The main goal of this project was to improve adult training with new pedagogical scenarios combined with technology, to enrich the training process and simultaneously to ensure greater learning commitment and high retention rates.In order to meet this need, the project aimd to designing and developing a blended (face-to-face and online) training model based on Games and Gamification for trainers working with adult learners. The training model we proposed was, in itself, a gamified game. It would have a sequence of sessions where one created a global context and a narrative to generate an immersive learning experience. In the training sessions while working on the contents through games users would have (Seaborn and Fels, 2014): (i) Points (numerical units indicating progress), (ii) Badges (visual icons signifying achievements), (iii) Leaderboard (display of ranks for comparison), (iv) Progression (milestones indicating progress), (v) Status (textual monikers indicating progress), (vi) Levels (increasing difficulty tasks), (vii) Rewards (tangible, desirable items), and Roles (role-playing elements of character). All these game elements throughout individual challenges and group tasks (for peer collaboration, because collaboration was one of the basics of gamification).We wanted develop an innovative pedagogical scenario allowing our trainers to experience new training strategies while building their knowledge, producing a self-reflection that was fundamental for the process of teaching. We believed that the innovative pedagogical scenario that underlied the Game-based learning and Gamification was what it took to face the challenges of training in this new Era and also involved adult learners in order to answer their needs. We also wanted to familiarize other trainers (not directly involved in the project from the beginning) with the new pedagogical skills, being the first to test the training materials, participated and used the virtual platform. These trainers were invited to contribute to the course improvement and also to reflect on how this course could be integrated into the general training offer of their organizations.