Abstract:

Introduction:
"The TES (Emergency Health Technician) Games" is an educational innovation project selected at the national level (Spain) in the VII edition of the Dualiza Grants (organized by Caixabank Dualiza and FP Empresa) as one of the most innovative in the country. It involves students and teachers from over 10 Madrid’s public centers, where the TES training cycle is fully implemented. Additionally, it includes other STEAM professions such as Professional Makeup and Characterization and Lighting, Image Capture, and Processing, and involves secondary school mathematics students in result analysis. Moreover, this project continuously incorporates guidance from expert professionals, specialists in Prehospital Emergencies, establishing a collaboration agreement with the Civil Protection Volunteers Group of Algete, although professionals from other entities intervene (AETESYS, SAMUR, etc.).

Objectives:
Establish a network collaboration environment among participating centers; Increase the competency level of TES teachers through update and improvement courses; Introduce different dynamics based on gamification and new technologies to increase and analyze student competency development; Enhance students' critical thinking, integration, problem-solving skills; Raise awareness of the role of women in STEAM professions; Reduce inequality of opportunities; Increase teaching quality; Contribute to Sustainable Development Goals (SDGs).

Methodology:
The project has 4 key areas of action:
- Updating TES teachers: Through practical improvement courses taught by sector specialists;
- Creating a network collaboration environment among participating centers: Using the EDUCAMADRID digital platform and sharing didactic resources;
- Incorporating new technologies in the teaching process (Virtual Reality or Tablets with interactive resources);
- Recreating simulated environments for the analysis and competency development of students: Through the design of the 1st Student Olympics for TES in Madrid, or a simulation of a Mass Casualty Incident (MCI), involving students from different specialties.

Results:
This project has allowed for the creation, for the first time in Madrid, of a network collaboration ecosystem among various participating centers, sharing educational materials and resources for TES students. The specific teacher courses taught by experts significantly contribute to keeping TES teachers up-to-date and ensuring the transferability of the content taught in the classroom to the workplace. The funding obtained through the project has made it possible to incorporate virtual reality and new technologies into the classroom and game-based learning (GBL), increasing student motivation, promoting content comprehension, and contributing to reducing inequalities. The simulated environments recreated during the Olympics or the MCI simulation have allowed for the analysis of the competency development of students from different disciplines, simultaneously giving visibility to the role of women in STEAM areas.

Conclusion:
"The TES Games" project contributes to the achievement of SDGs (favoring the quality of education, ensuring full participation of women, and equal opportunities) using gamification dinamycs and incorporating specialist to the learning process. It is a reproducible and sustainable proposal, aiming not only to benefit the current collaborating Educational Community but also to be utilized by other teachers and students in the future.

Keywords:

Educational innovation, gamification, game based learning, Health department, Health Emergency Technician, Sustainable Development Goals (SDGs), simulated enviroment, Vocational Training, Virtual reality.