“Step Into The Role” was an international Erasmus+ training course that took place in Malta from 5 to 12 August 2026. It brought together youth workers, teachers and educators from different European countries to explore roleplay, improvisation and game-based learning. During the training, participants experienced different methods, reflected on the role of a facilitator, learned how to create safer spaces for groups, and designed and tested their own nano-LARPs.

“Before the training, I expected to discover new methods that I could use both in my work as a teacher and in youth work. Game-based learning is one of my main professional interests, so I was especially interested in seeing how roleplay and improvisation could be used as educational tools.

For me, the most interesting part was experiencing roleplay from different perspectives: first as a participant and later as a facilitator and game designer. I especially enjoyed the Nano-LARP design process, where we had an opportunity to create our own game and then test it with other participants. It helped me understand that a roleplay activity does not have to be very complicated to create a meaningful learning experience.

One of my key learnings was also about the facilitator’s role. I learned more about how to create a safe environment, give participants enough freedom, support the group without controlling the whole process, and use reflection after an activity to turn the experience into learning.

I plan to use these methods in both parts of my professional life. As a teacher, I would like to bring more game-based and roleplay activities into my lessons. As a Playversity member in Shokkin Group, I can use these tools while organising youth activities, camps and other projects.

A moment I will definitely remember is testing the Nano-LARPs we created. It was really interesting to see ideas that started as discussions in small groups turn into actual games with real participants. I also really appreciated meeting educators and youth workers from different countries, sharing experiences and simply spending this week together.

For me, “Step Into The Role” was a great source of inspiration before starting a new school year and a new role as a teacher. I came back with practical tools, new ideas and more confidence to experiment with roleplay and game-based learning in my work.”

Elizaveta

“My main expectation from the project was to broaden my teaching methodology. As an educator, I am committed to lifelong learning and mastering new techniques to stay up to date and keep young people genuinely engaged. While I constantly use Edugames (created and designed by Shokkin Group) in my classes, I wanted to go beyond that and master improv and roleplay tools to help my students communicate in English even more naturally and effortlessly. 

The most fascinating part for me was exploring how improv and roleplay can be used to build a safe, inclusive environment. Every single day of the project gave me a whole new perspective. The coolest part was diving directly into building and testing nano-LARPs. It showed me how immersive storytelling lets participants drop their guard, leave their fear of being judged behind, and step out of their comfort zones with complete confidence. 

One of my main key learnings was just how flexible and adaptable nano-LARPs actually are. They can be used straight out of the box or completely redesigned to fit the specific needs of the participants. For instance, while other teams on the project were building their nano-LARPs from scratch, my group focused on adapting an existing one. Since our group consisted entirely of teachers, we transformed the game to make it truly educational. We introduced role cards, strict time limits, and scenario prompt cards, ultimately keeping only the core idea and general storyline of the original game. This proved to me that nano-LARPs are incredibly versatile tools that can be customized for any target audience and learning outcome. 

I can’t wait to bring this fresh nano-LARP energy to my classes! I plan to weave improv warm-ups and roleplays into my English lessons to get students truly talking. On top of that, I came up with an idea to design an elective course that combines Edugames and improv. In this course, my students wouldn’t just immerse themselves in non-formal learning methods but also get hands-on experience designing their own nano-LARPs and stepping into the role of facilitators. I am sure the young people will find this really exciting!

What I’ll hold closest to my heart are the wonderful people who shaped this experience – from the outstanding trainers and MUYA hosts to the amazing team of participants. Sharing traditional treats and laughs during the intercultural evening was also unforgettable, but testing our custom roleplay games together was pure magic. It truly proved how non-formal education creates genuine, joyful human connection.“

Krystyna

Conclusion: 

“Step Into The Role” gave us new perspectives on how learning can happen through play, creativity and experience. The knowledge and tools gained during the training will now be brought back to our local communities and used in schools, youth activities, camps and future international projects. We hope to continue experimenting with roleplay and game-based learning and to share these methods with other young people, teachers and youth workers.