Project Timeline

The visual timeline below presents the program's phases in sequence, from initial preparation through the closing ceremony.

Process Methodology

The implementation strategy was designed as a progressive learning journey that moved teachers from capacity building toward independent classroom implementation. Rather than relying on a single training event, the program adopted a comprehensive support model combining face-to-face professional development, continuous remote mentoring, school-based implementation, and practical project development.

The implementation was organized into six interconnected phases, illustrated below:

• 1. Preparation & Onboarding — Program preparation and participant onboarding.
• 2. Face-to-Face Training — Intensive face-to-face teacher training.
• 3. Account Activation — Distribution and activation of Minecraft Education accounts.
• 4. Classroom Implementation — Classroom implementation and student project development.
• 5. Remote Support & Field Visits — Continuous technical and pedagogical support through remote mentoring and field visits.
• 6. Submission, Evaluation & Recognition — Final project submission, evaluation, and recognition.

This phased approach enabled teachers to gradually build confidence while receiving continuous support throughout the implementation period.

Participating Teachers and Schools Overview

The following table lists the 15 participating teachers, their respective schools, Ministry of Education identification numbers, and governorate of operation.

Orientation & Registration Setup

This phase focused on preparing teachers for program participation and ensuring a smooth onboarding process. It included participant registration, confirmation of participation, an introduction to the program objectives and implementation approach, and the sharing of initial communication procedures and required resources. Teachers were also guided on account activation requirements and the steps needed to access the Minecraft Education platform.

Preparation & Team Formation

This phase focused on preparing teachers through initial communication, sharing required training materials, and guiding the implementation process. It also included guidance on forming student teams, defining team requirements, and organizing students' roles before starting project development.

Intensive Training Structure & Content

The intensive training phase was delivered in two stages. The first stage was conducted from 15–17 February 2026, followed by the second stage from 10–12 May 2026. Together, the two stages were designed to build teachers' technical and pedagogical capacities required to effectively use Minecraft Education to support climate action learning and project implementation.

The training covered Minecraft Education fundamentals, platform tools and features, coding fundamentals, classroom implementation strategies, project planning, and project development. Through interactive face-to-face sessions and hands-on practical activities, teachers gained the knowledge and practical skills required to design, develop, and implement climate action projects using Minecraft Education.

Practical Activities

The training program included the following hands-on activities:

• Hands-on world-building activities
• Coding exercises using Code Builder and MakeCode
• Collaborative project design activities
• Classroom implementation scenarios
• Project refinement and technical troubleshooting

Training Highlights

Assessment Overview

To measure teachers' learning outcomes and evaluate the effectiveness of the intensive training, participants completed pre- and post-training assessments covering the core knowledge and skills addressed throughout the training program. The assessment results were used to measure knowledge acquisition, identify learning growth, and evaluate performance across the different training topics.

These included:

• Pre-Assessment (Link)
• Post-Assessment (Link)

Assessment Results Summary

Assessment results demonstrated substantial improvement in participant understanding of Minecraft Education concepts, classroom implementation strategies, coding skills, and project-based learning methodologies.

Growth Level Distribution

All participants (100%) achieved moderate to high learning growth, including 53% who showed high growth and 47% who demonstrated moderate growth.

This positive outcome highlights the effectiveness of the training approach, practical learning activities, and ongoing engagement and support provided throughout the program.

Question-Level Performance Analysis

Question-by-question analysis demonstrated positive improvement across all eleven assessed competency areas following completion of the training program.

The results showed consistent gains between the Pre-Assessment and Post-Assessment across all questions, reflecting participants' improved understanding and skill development.

The highest improvement was observed in Question 8, which increased by 86.7 percentage points, followed by Question 7 with 73.3 percentage points and Questions 10 and 11 with 66.7 percentage points each. Additional improvements were observed across the remaining assessed areas, including Question 9 (60 percentage points) and Questions 2 and 3 (53.3 percentage points).

Overall, all eleven assessed competencies demonstrated positive improvement, highlighting the effectiveness of the training program in strengthening participants' knowledge of Minecraft Education concepts, classroom implementation strategies, coding fundamentals, and project-based learning methodologies.

Remote Implementation Phase

Following the completion of the face-to-face training phase, the program moved into the Remote Implementation Phase, which focused on supporting teachers in applying the knowledge and skills acquired during training through the development of climate-focused Minecraft Education projects with their students.

The phase aimed to facilitate the transition from training to practical implementation by providing continuous follow-up, technical and educational support, and guidance throughout project development. Teachers continued working on their selected climate-related projects, applying Minecraft Education tools and concepts to design interactive learning experiences aligned with climate education themes.

The Remote Implementation Phase was conducted from 16 May to 7 July 2026, leading up to the final project submission.

During this period, teachers received continuous support through the program's communication channels, including Microsoft Teams, to monitor project progress, provide guidance, and address implementation needs.

Throughout this phase, teachers progressed through different stages of project development, including planning project ideas, organizing student teams, developing Minecraft worlds, applying technical features, and preparing project submission requirements. The program team supported teachers in refining their ideas, enhancing project design, integrating Minecraft Education tools, and ensuring alignment between the developed projects and climate education objectives.

As part of the project monitoring process, teachers completed two Project Progress Follow-ups during the implementation phase. The first was scheduled for 11 June 2026, requiring teachers to demonstrate approximately 35–50% progress through an updated Minecraft world file and a one-minute progress video. The second was scheduled for 21 June 2026, requiring at least 70% progress through the same submission requirements. These follow-ups supported continuous monitoring and enabled the program team to provide targeted guidance before final submission.

Challenges and Mitigation Measures

Online Support Model

Throughout the program, teachers received continuous online technical and pedagogical support to facilitate the implementation of Minecraft Education within their climate-focused projects. The support model combined regular online mentoring sessions with ongoing communication channels, ensuring timely guidance and assistance throughout different program phases.

Support was provided through Microsoft Teams and WhatsApp, enabling teachers to ask questions, report technical issues, receive implementation guidance, and obtain continuous feedback on their progress. Regular online mentoring sessions were complemented by continuous communication and follow-up, allowing teachers to receive support whenever needed.

This integrated support approach ensured continuous engagement with teachers, promoted consistent progress, and contributed to the successful completion of the implementation phase.

Weekly Online Sessions

As part of the program implementation, 8 online mentoring and technical support sessions were conducted between 13 May and 9 July 2026, delivered through Microsoft Teams and typically lasting 30–60 minutes. The sessions focused on supporting teachers throughout project implementation, addressing technical and educational needs, and providing guidance on climate-focused Minecraft Education project development.

In addition to the scheduled online mentoring sessions, continuous daily follow-up and communication were maintained with teachers throughout the implementation period.

The program team provided ongoing support through Microsoft Teams, WhatsApp, and individual communication when needed to ensure timely guidance and assistance.

This follow-up approach included daily communication and regular check-ins with teachers, monitoring project progress, reviewing submitted tasks, providing feedback, sharing educational resources, addressing technical issues, and supporting teachers in overcoming implementation challenges. This proactive communication model ensured that teachers received continuous support whenever required and remained on track toward final project completion.

Technical Support Activities

The technical support activities included:

• Guiding teachers in implementing assigned activities and effectively using Minecraft Education features to support the objectives of the program activities.
• Supporting teachers in selecting and applying appropriate Minecraft Education tools and features based on the purpose and requirements of each activity.
• Guiding on designing and developing Minecraft worlds, including organizing content, structuring project ideas, and improving the overall quality of learning experiences within the created worlds.
• Supporting teachers in organizing student participation, including team formation, role distribution among students, collaborative work approaches, and multiplayer activities.
• Providing educational resources, reference materials, and practical instructions to support teachers throughout the implementation phase.
• Supporting collaborative work through multiplayer settings, world-sharing procedures, and other Minecraft Education collaboration features.
• Assisting teachers with the technical aspects of project submissions, including file organization, video preparation, submission forms, and required documentation.
• Troubleshooting technical issues encountered during implementation and providing solutions to help teachers maintain progress with their projects.

To further support teachers, guidance materials were shared regularly throughout the implementation phase, including user guides, tutorial videos, troubleshooting documents, and practical resources covering both the technical use of Minecraft Education and its educational integration.

School Field Support Visits

As part of the program, field support visits were conducted across all five participating schools on 20–21 May 2026. These visits benefited all participating teachers and were designed to provide direct on-site implementation support, assist teachers and students during project development, and provide guidance in addressing the technical challenges that could arise throughout the implementation process.

The visits focused on supporting teachers and students as they progressed with their projects through hands-on guidance and practical assistance. Support included guidance on the effective use of Minecraft Education tools and features, project planning and world development, troubleshooting technical issues, organizing student teams, clarifying team roles and responsibilities, and providing practical recommendations to strengthen project implementation.

During the visits, implementation feedback and teachers' observations were documented and discussed. One of the most common observations raised by teachers was the relatively low level of participation among some students. As a proactive measure, teachers were advised to identify a group of committed student team leaders who would help coordinate project activities, encourage participation, and maintain continuity throughout the remaining implementation period. The discussions also focused on identifying practical approaches to increase student engagement and address implementation challenges as they emerged.

Following the visits, continuous follow-up and communication were maintained with participating teachers to monitor project progress, provide additional guidance when needed, and ensure continued implementation throughout the program.

Activities Conducted During the Field Visits

• Provided hands-on technical support to teachers and students during project implementation.
• Guided participants in using Minecraft Education tools and features effectively.
• Reviewed project progress and provided recommendations for further development.
• Supported teachers in organizing student teams and identifying student team leaders.
• Assisted in resolving technical issues affecting project implementation.
• Collected teachers' feedback and documented implementation observations.
• Discussed practical approaches to increase student participation and engagement.
• Clarified project requirements, expected deliverables, and implementation timeline.

Field Visit Highlights

School Field Support Visit Records

In addition to the scheduled visits, targeted on-site follow-up support was provided to select teachers requiring further assistance with their projects:

On-site Technical Support Session

As part of the program's ongoing support activities, an additional on-site technical support session was organized at Maysalward's The Capsule on 29 June 2026. The session was designed to provide participating teachers and students with direct technical and implementation support in a dedicated collaborative workspace, helping them continue the development and refinement of their Minecraft Education projects.

During the session, the implementation team worked closely with participating teachers and students by providing hands-on guidance on project development, the effective use of Minecraft Education tools and features, troubleshooting technical issues, and improving project quality in preparation for the final submission. Participants also received individualized support based on the specific needs of their projects, ensuring that they were able to continue implementation effectively.

The session provided an additional opportunity for direct collaboration between the implementation team, teachers, and students, reinforcing the continuous support model adopted throughout the program and contributing to the successful completion of participating teams' projects.

Session Highlights

Final Project Submission

The Final Project Submission phase represented the final stage of the program, during which participating teachers submitted their completed Minecraft Education projects in accordance with the established submission timeline and requirements.

Participating teachers were required to submit the following as part of their final project submission:

• A 1–2 minute project presentation video demonstrating the completed Minecraft Education project.
• A screen recording of the Minecraft world accompanied by voice narration explaining the project.
• A clear explanation of the problem or challenge addressed by the project and how the required program themes and concepts were incorporated.
• Project files uploaded and organized according to the prescribed file-naming convention (team name and project name).
• A completed Final Project Submission Form together with all required supporting files (Link).

Submission Follow-up and Technical Support

Throughout the submission phase, continuous follow-up was maintained with participating teachers to ensure the timely and complete submission of all required materials. The implementation team provided technical and administrative support by sharing detailed submission guidelines, explaining the required video specifications, demonstrating how to export Minecraft Education worlds, guiding teachers through the completion of the official submission form, and assisting with file organization and the submission process. Teachers' submissions were also reviewed to verify that all required components had been completed before the submission deadline.

Final Project Submission Records

Technical Review of Submitted Projects

The submitted projects were reviewed as part of the final project submission process. The table below presents the technical feedback provided for each project.

Submission Highlights

Key Outcomes and Impact

Despite the implementation challenges encountered during the project development phase, the program helped strengthen teachers' practical experience, support student engagement, and improve the quality of submitted projects among participating teams that continued implementation.

Teacher Capacity Development: Participating teachers who continued project development strengthened their confidence in using Minecraft Education and gained practical experience in applying the platform within educational activities. Through continuous mentoring and technical support, teachers improved their ability to plan project activities, guide students, manage collaborative work, and address technical challenges during implementation.

Student Engagement and Learning Experience: Students involved in project development had the opportunity to participate in creating digital projects using Minecraft Education under teachers' guidance. The project-based learning approach supported the development of teamwork, creativity, communication, and problem-solving skills, while enabling students to transform their ideas into interactive digital experiences.

Project Development and Implementation Quality: Continuous follow-up, feedback, and technical assistance contributed to improving project organization and supporting participating teams in refining their ideas and developing their final submissions. Teachers and students gained a better understanding of Minecraft Education features and explored different tools to enhance their project outcomes.

Program Support and Implementation Management: The combination of online communication, mentoring sessions, technical guidance, and targeted field support provided a structured support model throughout the implementation period. Continuous follow-up enabled the program team to identify challenges, provide timely assistance, and support participating schools according to their implementation needs.

Outputs Comparison

The table below compares the planned program outputs with the actual achievements at the end of the implementation period. While all 15 teachers completed the training program, implementation challenges during the school-based project phase affected final participation, resulting in 12 submitted projects from 9 participating teachers across 4 schools.

Challenges and Mitigation Measures

Throughout the implementation period, several challenges were identified related to student participation, technical readiness, teacher experience levels, and coordination across participating schools. The program team addressed these challenges through continuous communication, targeted support interventions, and flexible implementation mechanisms.

Challenge 1 — Maintaining Student Commitment During the Later Stages of the Program: Maintaining student engagement and continuity of participation, particularly after the end of the school semester, represented a key challenge during the final stages of project development.

Mitigation measures included:

• Continuous communication with teachers to identify active and committed student participants.
• Encouraging teachers to nominate student team leaders to strengthen coordination and maintain project continuity.
• Conducting additional follow-up sessions with participating schools to support project completion.
• Organizing an on-site technical support session at The Capsule to provide direct assistance to teachers and students in completing their projects.

Challenge 2 — Technical Limitations Within Some Schools: Some schools experienced technical limitations, including computer laboratory maintenance requirements, limited internet connectivity, and restricted access to school facilities.

Mitigation measures included:

• Providing technical guidance to help teachers identify alternative implementation approaches.
• Supporting teachers and students in continuing project development using available devices outside school when appropriate.
• Providing an alternative working environment and direct technical support through The Capsule at Maysalward.
• Offering practical solutions based on each school's technical circumstances.

Challenge 3 — Variation in Teachers' Technical Experience: Participating teachers had different levels of prior technical experience, which required differentiated support approaches throughout implementation.

Mitigation measures included:

• Maintaining daily communication through Microsoft Teams and WhatsApp support channels.
• Conducting weekly mentoring and technical support sessions.
• Providing individual follow-up and one-to-one technical assistance when needed.
• Sharing user guides, instructional resources, and tutorial videos to support self-learning and continuous improvement.

Challenge 4 — Ensuring Project Completion Before the Submission Deadline: Ensuring that all participating teachers completed and submitted their projects according to the required format and timeline required continuous monitoring and guidance.

Mitigation measures included:

• Conducting continuous submission follow-up with participating teachers.
• Reviewing submission requirements and clarifying required deliverables.
• Guiding teachers through exporting Minecraft Education worlds and preparing project files.
• Supporting teachers in preparing project presentation videos.
• Verifying submission documents before final submission to ensure completeness.

Case Study — Zaid Bin Al-Khattab School

Background and Identified Challenges: During the implementation phase, Zaid Bin Al-Khattab School encountered several technical and operational challenges that affected the progress of student project development. The school's computer laboratory was undergoing maintenance works, which limited students' access to the required devices and reduced the ability to conduct regular Minecraft Education activities within the school environment. In addition, challenges related to student team formation and coordination affected the continuity of project development.

Support and Mitigation Measures Provided: To support the school and enable continued participation despite these challenges, the program team provided multiple support interventions and alternative solutions, including:

• Conducting on-site technical support visits to assess implementation barriers and provide direct guidance.
• Suggesting alternative implementation approaches, including continuing project development from home when school-based implementation was not feasible.
• Providing continuous follow-up and communication through Microsoft Teams, WhatsApp, and phone calls when needed.
• Offering access to Maysalward's The Capsule workspace, including available devices, workspace, and internet connectivity, to allow teachers and students to continue project development.
• Supporting teachers in adapting student team structures by reducing the number of students involved and encouraging focused participation of committed students.
• Providing continuous technical and educational guidance related to Minecraft Education tools, project development, and submission requirements.
• Discussing and revisiting alternative implementation arrangements with teachers throughout the implementation period to identify feasible approaches for project continuation.

Impact on Project Implementation: Despite the support measures and alternative solutions provided, the school experienced limited progress in project development. Although teachers maintained communication with the program team and confirmed their intention to continue working on their projects, the required implementation progress and final project deliverables were not completed within the program timeline. The impact of these challenges was further influenced by limited progress in applying the proposed solutions and maintaining consistent project development activities, which ultimately resulted in the school not submitting final projects.

Lessons Learned & Recommendations

Program Journey Recap Video

A recap video documenting the main stages of the program implementation, including teacher training, mentoring activities, school visits, project development, and final outcomes, is available through the following link:

Video link to be added.

Next Phase

Project Evaluation and Recognition Phase

The Project Evaluation and Final Recognition Phase represents the next stage of the program and will include the evaluation of submitted projects, selection of outstanding projects based on the approved evaluation criteria, and the organization of the final recognition activities. Details of this phase will be documented in the subsequent program report.