This presentation offers a practice-based reflection on the design and implementation of two game-based, non-formal educational tools developed in Egypt by ACT – Ariu for Consultancy and Training, aimed at promoting social inclusion and peace education for two different but interconnected communities.

The first tool, Komsha, is a storytelling card game co-created as part of the "Social Inclusion of South Sudanese Expats in Egypt" project. It seeks to raise awareness among Egyptians about the lived experiences and challenges faced by South Sudanese refugees, using playful interaction as a vehicle for empathy and dialogue. In the game, players take on the role of South Sudanese chefs competing to gather traditional recipes and create authentic cuisine to sell in Egypt, navigating obstacles along the way that metaphorically represent real-life struggles. The game’s playful mechanics open space for conversations around identity, exclusion, and belonging, ultimately aiming to spark shifts in perception and foster social change.

The second tool, Ya Salam ("Oh Peace!"), is a peace education manual that includes 20 interactive activities designed to promote a culture of peace through play. Developed through a three-year co-creation process with educators, psychologists, artists, and practitioners in social development, the manual features activity types ranging from theater-based exercises to physical games, crafts, and inquiry-led learning. It targets both formal and non-formal educators working with children aged 10–14 in schools, scout groups, and community or faith-based organizations.

The presentation will walk participants through the full co-design journey from early ideation with youth and educators, to prototyping, testing, and iterative evaluation. In Komsha, South Sudanese young adults were actively engaged in storytelling workshops where themes of migration, resilience, and cultural identity emerged. These narratives directly informed the game content. Ya Salam followed a similar participatory methodology, incorporating testing with children across diverse Egyptian contexts to ensure relevance and emotional resonance.

Pedagogically, both tools are grounded in game-based learning, experiential education, and culturally responsive approaches. Their designs prioritize emotional safety, learner agency, and the power of play to disrupt conventional hierarchies in education. Evaluation was embedded through creative feedback mechanisms, reflective dialogue, and facilitator debriefs, enabling continuous refinement based on participant insight. Evidence from implementation highlights increased youth engagement, enhanced peer connections, and a noticeable shift in attitudes toward diversity and inclusion.

This session will offer practical tools, insights, and methodologies for educators, NGOs, and practitioners working with displaced or multicultural communities. An interactive component will give participants the opportunity to engage with samples from both Komsha and Ya Salam, alongside a discussion of challenges, adaptations, and lessons learned. Additionally, Game Nights can be coordinated during the conference, offering attendees a hands-on experience with the tools in a participatory, informal setting. By centering refugee and minority voices in the co-creation of learning tools, these projects demonstrate how informal and non-formal education spaces can become powerful platforms for healing, learning, and social cohesion.

Keywords: Game-based learning, non-formal education, refugee inclusion, minority education, social inclusion, peace education, Komsha, Ya Salam, participatory design, experiential learning, cultural diversity, South Sudanese refugees, informal learning, educational games, co-creation, community engagement.