Introduction:
GENDER DRAMA-ID project aimed to explore the complexities of gender and identity, fostering awareness and building a community that promotes respect and understanding. It is a project for improving gender equality among persons with an intellectual disability thanks to a drama-based training program. Drama Training helps people produce behaviour change through physical experience, critical thinking processes and education in values.

In this context, the project aims to develop a Digital Training Tool tailored for Persons with Intellectual Disabilities (PID) to support the training process and enhance transversal and digital skills development. The tool focuses on three main training objectives:
(1) supporting the implementation of a drama-based training methodology;
(2) developing transversal skills relevant to PID, such as communication, creativity, expression, and critical thinking;
(3) fostering digital skills.

Methodology:
To ensure the acceptability and usability of the tool, it was essential to consider the needs and requirements of end-users. A co-design and co-creation methodology was employed during the design and development phases, incorporating feedback from potential end-users (PIDs and professionals). Close collaboration with staff from PID organisations in Spain, Portugal, Greece, and Croatia was integral to the iterative development process. These organisations played a pivotal role in evaluating and refining the tool’s structure, content, and textual elements, ensuring that the final product aligns with the project’s overarching objectives while being tailored to the unique needs of PID users. This collaborative process was essential in making the tool accessible, user-friendly, and relevant for end-users involved in the training. For this, several workshops were carried out. During the initial phase, the workshops collected users’ requirements and needs. In the subsequent phases, workshops were devoted to collecting users' feedback on using beta versions of the tool. Finally, the tool was evaluated by real users in fundamental tasks.

Results:
A web-based tool was developed using WordPress technology, adhering to the Web Content Accessibility Guidelines (WCAG) 2.0 at level AA. The tool includes all the materials created throughout the project and encourages PID participation in various tasks to acquire digital skills while making a drama play. It is organised into six categories: gender issues in daily living activities, leisure, education, work, relationships, and drama-based training.
The tool underwent validation with 81 users across four countries, including 23 professionals and 58 PIDs, through a 3-point Likert scale questionnaire with 6 items. The responses indicate a robust positive reception of the tool. Most users responded affirmatively to most questions. Notable questions included: "Can you use the tool?", "Can you use the main features?". "Are you happy with how the tool works?" and "Does the tool help you learn new things?" which garnered approximately 70-80% positive responses. This suggests that users find the tool intuitive, functional, and beneficial for their learning experiences.

Conclusions:
The tool integrates innovative teaching methods focusing on personal development, social awareness, and digital literacy, ultimately empowering individuals with intellectual disabilities to navigate their identities and engage more effectively with the world around them.

Keywords: Technology, education, gender equality, drama-based.