<< Background >>We, were aware of the real risks and socio-economic disadvantages early school leavers could have in future,responded to this pressing issue activating strategies, hands-on approaches to meet the different needs ofyoung learners. Teachers tailor teaching on students’ learning social -cognitive skills associated withcollaborative problem solving using authentic and real life problems as a starting point such as environmentalissues, they studied trips and eTwinning projects where students were encouraged to interact with foreign peersaiming to develop their foreign language competences and cultural awareness and expression. They proposedcollaborative and reflective activities, created a supportive learning environment to make lessons moreattractive. They cooperated with parents and the local community to help students to develop their basic skills,collaboration, communication, and social and cultural competences through project-based learning usingmethods like inquiring-based learning. We applied a motivation survey to see the motivation levels of thestudents in all partners schools, and as result it was seen that 60% of the srtudents lacked motivation when itcame to attend the activities carried out in the lessons.<< Objectives >>We aimed at increasing Ss motivation and including them directly in learning process to be able to equip themwith a variety of soft skills including, creative thinking, teamwork, , conflict resolution, and problem-solving skills.We planned to contribute to the development of key competencies such as communication in mother tongue,basic competencies in interdisciplinary subjects, digital competence, learning to learn.<< Implementation >>Firstly we implemented a 5 day teacher training on GBL approach. Afterwards, we used the knowledge wegained in the first activity, we carried out game-based activities. Firstly, we carried out activities involving legobricks to teach a variety of soft skills like creative thinking, teamwork, communication, conflict resolution, andproblem-solving skills. Then, we applied coding activities using programs like stractch to develop digitalcompetencies along with social skills<< Results >>Students' motivation ncreased with game-based activities and in turn their social, academic, and digitaldevelopments were supported. Additionally, intercultural exchanges were promoted and teachers and studentsfrom other nations developed a bond of friendship. They were motivated to learn foreign languages. Theparticipants have shared knowledge and experience in their surroundings, contributing to the formation ofcommon values in Europe.