The definition of parental involvement has been frequently researched with many different methods (Epstein 2010). In most cases the studies found positive consequences: besides the improvement of the students’ grades there are also many other advantages (Boonk et al. 2018). According to international programs supporting parental involvement, beneficial changes happen not only in schools but in the students’ homes. Participating families reported on the betterment of parent-child relationships and the development in parents’ upbringing techniques (Goodall & Vorhaus 2011). OECD report (2019) highlights the positive effect on the teacher and the school culture. Parental involvement also benefits the school's reputation, its local relations with other institutions and its recognition (Goodall & Vorhaus 2011). Previous research has shown that the intensity of parent-teacher communication is below the expected leveli in Hungary (Bacskai 2020, Pusztai 2020).  It is becoming increasingly important that the topic of maintaining contact with parents is also given a higher priority in teacher education. It is also particularly important how lecturers integrate good practice in relation to parental involvement into teacher education, helping to ensure that future teachers have appropriate and comprehensive knowledge. The relevance of the research is underpinned by the fact that parental involvement in schools is widely discussed internationally, but few studies have addressed the issue in Central and Eastern Europe. Our research goal is to examine the mechanisms of successful school practices and to form new processes that can be integrated into teacher training and postgraduate training, enhancing teacher–parent cooperation and strengthening parental upbringing competences. The aim of the research and development work is to improve the activities of teachers and the knowledge of student in teacher education about parental involvement through various workshops and trainings. During our development work, we focus on the use of board games in research. As higher education continues to evolve, incorporating innovative teaching methods such as board games ensures that lecturers are well-equipped to address the multifaceted challenges in the field of education. By merging the exploration of parental participation with interactive and engaging board games, teacher education programs can create a more comprehensive and impactful learning experience, better preparing future educators for the diverse and dynamic realities of the modern educational landscape (Perini et al., 2018). The aim of this paper is to present the theoretical background of the board game we planned, the development and creation process and the opinions of the teachers and students in teacher education who tested the game. Our board game is a serious games, because it is not intended for entertainment. These types of games can change students' behavior and attitudes for educational purposes and promote learning (Abt 1970). Cosimini & Collins (2023) point out that educators and researchers need to investigate the accuracy and methods and the content of educational games. To this end, all elements and mechanisms of the board game we developed are based on theoretical models and national and international research findings. Our board game is a typical cooperative game in which the players either win or lose together. It can be characterized by an advanced level of difficulty, as it requires more game mechanisms and a more serious mental investment. The character cards and scenarios make it a game that can be played multiple times. It can also be considered a symmetrical and thematic game, as the players have a common goal whose linked to strengthen parental involvement. The aim of the board game is for the players to cooperate with each other and solve the challenges in order to maintain contact between family and school during ten rounds, which symbolize a school year.

Each player receives a character card symbolizing school professionals. The characters have four skills (communication, contact, expertise and innovation) that play a role in solving challenges. In addition to their own permanent character, players also receive parent character cards with which they must work together to solve challenges. The theoretical starting point for the parent cards was the typology of Smit et al. (2007), who identified six parent types (the supporter, the absentee, the politician, the career-maker, the tormentor, the super parent). Epstein (2010) specifies parents’ activities at home as assistance in preparing homework and discussing school life and achievements. She highlights six different types of involvement that have a favorable impact on students’ school careers. The game's challenges and possible solutions were developed on the basis of Epstein's six-dimensional model. In addition to the challenges, players must also pay attention to three characteristics of the school in order to achieve the highest possible score on a scale of 1 to 10. The scales are: parental involvement, school performance and prestige. The players have to pay attention to these three characteristics during the game and try to achieve the highest possible score by the end of the tenth round. These three characteristics have also been based on the literature (OECD 2019, Goodall & Vorhaus 2011). The scale values are always marked on the game board. The selected difficulty level determines the starting value of the scales. The starting value of the difficulty level was created on the basis of the Hungarian National Competence Assessment 2019, based on the parental activity and effectiveness indicator: (1) active parental involvement - successful school, (2) active parental involvement - ineffective school, (3) inactive parental involvement - effective school, (4) inactive parental involvement - ineffective school. For solving the challenges, the players get points, which influence the three characteristics of the school. They can also draw quiz cards in each game round. With this type of cards, we wanted to make sure that players get to know the main findings related to parental engagement, which relate to the following topics: parental engagement for students with special educational needs, Roma families, parental volunteering, digital education, sports and arts education. Questionnaire completed by players who participated in the board game test in January 2024 (n=33, 10 teachers, 15 teachers, 8 psychologists). We used 4-point Likert scales, closed-ended and open-ended questions. The game is currently being tested.

Most of the players who took part in the playtest consider the game to be imaginative and effective. 70% of respondents also mentioned concepts and best practices in the questionnaire that they had never heard of before. Some respondents felt the game was too long or too complicated. According to the players, the character cards, the real-life problems and the cooperation are the biggest advantages of the game. The board game is highly recommended for students in teacher educatiom, teachers, and school support staff. The game provides a detailed view on parental involvement, emphasizing its questions and importance, while letting the players widen their knowledge in the topic and about Hungarian and international good practices, too. Using board games as a method for learning about a research topic offers a range of benefits for university students. There are several reasons why incorporating board games into university education can be advantageous. Board games make learning enjoyable and provide a break from traditional lecture-based methods, keeping students actively involved in the learning process. Students actively participate in decision-making, problem-solving, and critical thinking, promoting a deeper understanding of the research topic. This board game simulates real-world scenarios. This allows students to apply theoretical knowledge in a practical context. The board game often require teamwork and communication. Students work together, discuss strategies, and articulate their thoughts, enhancing their collaborative and communicative skills. The board game may requires students to conduct research within the game context. This can strengthen their research skills and encourage a practical application of academic methodologies. In summary, incorporating board games into university education creates a dynamic and effective learning environment that promotes engagement, critical thinking, collaboration, and practical application of knowledge. It transforms the learning experience into an interactive and enjoyable process, contributing to a more well-rounded education for students.

Abt, C.C. (1970). Serious games. The Viking Press. Bacskai, K. (2020). Az iskola és a család kapcsolata. Kapocs, 3(2), 11-20 Cosimini, MJ. & Collins, J. (2023). Card and board game design for medical education: length and complexity considerations. Korean journal of medical education, 35(3), 291-296. https://doi.org/10.3946/kjme.2023.267 Boonk, L., Gijselaers, H. J., Ritzen, H. & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. https://doi.org/10.1016/j.edurev.2018.02.001 Epstein, J. L. (2010). School/Family/Community Partnerships: Caring for the Children We Share. Phi Delta Kappan, 92(3), 81–96. Goodall, J. & Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. Department for Education. OECD (2019). PISA 2018 Results (Volume III): What School Life Means for Student’s Lives. OECD Publishing. Perini, S.; Luglietti, R.; Margoudi, M.; Oliveira, M.; Taisch, M. Learning and Motivational Effects of Digital Game-Based Learning (DGBL) for Manufacturing Education –The Life Cycle Assessment (LCA) Game. Comput. Ind. 2018, 102 Pusztai, G. (2020). A reziliens szülővé válást támogató tényezők nyomában. Kapocs, 3(2), 53-66. Smit, F., Driessen, G., Sluiter, R. & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. International Journal of Parents in Education, 1(0), 45–52. Watson, G. L., Sanders-Lawson, E. R. & McNeal, L. (2012). Understanding parental involvement in American public education. International Journal of Humanities and Social Science, 2(19), 41-50.