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Role play simulation games have recently received attention in the training and education fields as a mechanism for providing generative and creative learning. E-learning systems can provide a solid platform upon which role play simulation can be created and implemented to promote both knowledge and competence development. This form of active learning provides a unique tool for training people in different context of applications which may be able to benefit from the availability of open source e-learning tools and overcome lack of access to affordable training and developmental resources. In this paper it will be described the approach and the methodology used to develop a digital single player role play game, named ACCORD, so to provide a new e-learning and flexible tool, to help teachers and educators to autonomously improve and assess their intercultural competencies within the school context.

Educational systems play a pivotal role to prevent social exclusion and discrimination and to promote equity, mutual understanding and respect. Teachers, in particular, are required to take an active stand in supporting social inclusion, adapting their practices and developing new skills to successfully deal with the increasingly diverse range of learners in their classrooms. Therefore, enhancing teachers’ intercultural skills and competencies represents a key priority in the contemporary challenging educational context. The present study aims at describing the psychological framework underpinning the development of an original e-learning tool created for teachers and educators to self-assess and to improve their intercultural skills and competencies. In particular, the study will describe in detail the Dryden and Constantinou’ Model of Effective Communication and the Rahim’ Model of Conflict Management styles, clarifying their application for the design of a Technologically Enhanced Educational Role-Playing Game (EduTechRPG), namely ACCORD Game, developed to train teachers to deal with interethnic conflicts within realistic school context scenarios.