The pedagogical approach of the Erasmus + "Game it Away!" project may be systematized as an integrated, experiential learning cycle for entrepreneurship education. This model is built on a coherent and replicable structure that intentionally connects established frameworks to practical learning activities.

The system can be understood through three core connections: From Framework to activities, Transversal and experience-based learning and Disciplinary and reflection-based learning.

Firstly, the model establishes a direct and purposeful link between a high-level competency framework, the European Entrepreneurship Competence Framework (EntreComp), and granular learning activities. It begins by selecting specific entrepreneurial competencies (e.g., "Creativity," "Mobilising Resources," "Learning through Experience"), translates them into concrete Intended Learning Outcomes (ILOs), and then designs specific modules and tasks (e.g., ideation sessions, prototype development, budget planning, peer testing) explicitly tailored to develop these outcomes. This ensures that all activities are aligned with and contribute to a recognized standard of entrepreneurial proficiency.

Secondly, at the heart of the model is a core of transversal, experience-based learning, embodied by the "Play, Create, Pitch" cycle. By engaging in the hands-on creation of a physical game, students from diverse academic backgrounds are immersed in a simulated entrepreneurial journey. This process necessitates collaboration, creative problem-solving, project management, and adaptability—skills that are transversal and learned through direct, tangible experience rather than passive instruction.

Finally, the experiential core is scaffolded by targeted, disciplinary-based and reflection-based activities. These tasks provide analytical structure and encourage metacognition. Examples include the financial literacy module, where students use spreadsheet tools for budget planning (a disciplinary skill), and the testing module, where they design evaluation rubrics and analyze failure (a reflection-based skill). The requirement for learning journals and a final reflection document further systematizes this reflective practice, ensuring that students not only "do" but also "understand what they are doing" and can articulate their learning.

In essence, the model is a deliberate blend of creative, hands-on practice with structured, analytical reflection, which has proven to be an effective, engaging, and formally recognizable method for developing an entrepreneurial mindset in Higher Education.

Keywords: Entrepreneurship Education, Pedagogical Model, Game-Based Learning, Experiential Learning, Micro-credential.