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This report is an overview of the case study ‘Beat the Heat’ (GCS10). ‘Beat the Heat’ is the tenth case study in the EU Horizon-funded project GREAT – Games Realising Effective and Affective Transformation (https://www.greatproject.gg/). The case study centres around a co-designed serious game developed to be utilized as a facilitation tool between citizens and policy makers. Through learning and role-play scenarios, target groups were provided a platform to: voice their attitudes towards issues of heat in school environments as a lived experience; gain valuable insights into specific green infrastructure initiatives in an age appropriate way, aligned with existing educational policy. ‘Beat the Heat’ was implemented from February 2025 until February 2026 in Cyprus. The case study was led by an academic partner in the GREAT project, Frederick University and was sponsored by Unit of Education for the Environment and Sustainable Development (EESD) of the Cyprus Ministry of Education, Sport and Youth. The unit is responsible for monitoring the implementation and updating of the National Strategic Planning for Environmental Education with a focus on Sustainable Development, which is the foremost policy text of the Republic of Cyprus for the promotion of Education for the Environment and Sustainable Development, in formal and non-formal education. The case study engaged policy makers, educators, teacher trainers, energy experts, and urban planners, in a participatory process on the topic of school communities face rising temperatures, heatwaves, and limited shaded or climate-responsive outdoor infrastructure. The focus of the case study is a co-designed serious game developed in collaboration with Serious Games Interactive (SGI) partner in the GREAT project. A series of 3 face to face serious dilemma games took place during the case study including 42 participants. The game was split into two parts: In part 1 players answered questions related to their school environment, and actions regarding heat and rising temperatures; and during part 2 they engaged in short quiz exercises. Participants explored: Cooling Strategies; Energy use (especially focused on air-conditioning); Green Infrastructure and Alternative Solutions in particular relevance to their school communities. In-game data was collected via: participant voting and ranking; free text input; and word clouds. Game play was further evaluated through teachers’ feedback and expert interviews. Results show that climate adaptation becomes meaningful for younger learners when it is grounded in everyday school spaces. Across co-design workshops, educators and policy stakeholders consistently emphasised that abstract or global climate narratives are difficult for children to engage with. Focusing instead on schoolyards, shaded areas, and outdoor comfort provides a concrete and developmentally appropriate entry point into climate adaptation. From a policy perspective, the contribution of ‘Beat the Heat’ lies in establishing the conditions for future youth participation in climate adaptation discussions. Rather than positioning children as passive recipients of information, the game prepares a method for engaging them as contributors to conversations about school environments under the Whole School Approach. Findings suggest that serious games can be a powerful tool for consultation with youth. Conducted within the local context in Cyprus ‘Beat the Heat’ demonstrate how serious games can support climate citizenship across age groups, from adult policy dialogue to youth engagement, while remaining grounded in real institutional and policy contexts.