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This paper explores an innovative approach to enhancing students' coding skills by integrating Bloom's Taxonomy and the Competence Approach through the design and implementation of educational games. The rapid evolution of technology necessitates a dynamic pedagogical framework that not only imparts technical knowledge but also fosters higher-order thinking skills. Bloom's Taxonomy provides a structured hierarchy of cognitive skills, ranging from basic understanding to advanced synthesis and evaluation, offering a comprehensive framework for curriculum development. Concurrently, the Competence Approach emphasizes the practical application of knowledge, focusing on real-world skills and problem-solving. In this study, we propose the synthesis of these two pedagogical frameworks to create a robust and effective methodology for teaching coding to students. By aligning specific coding tasks with Bloom's Taxonomy levels and integrating real-world problem-solving scenarios using the Competence Approach, educators can develop a curriculum that caters to diverse learning styles and cognitive abilities. To implement this approach, we advocate the use of educational games as a powerful and engaging tool for active learning.

Theoretical and methodological grounds for topic research: An important skill for a successful and fulfilling life is the ability for adaptive and positive behavior, which enables people to deal effectively with the demands and challenges of everyday life as defined by World Health Organization. In particular, life skills are a group of psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy and sustainable relationships, show empathy to others, lead a healthy and effective way of life, etc. Life skills contribute to personal actions and relationships with others, as well as to actions that aim to change the environment in a way that is beneficial to people’s health.Research area: This publication analyses options to alleviate the state of distress present both in children with special needs as well as in their parents since it is the parents, who, together with educators, work in synergy for a common cause – the effective development and improvement of a child's autonomy. The practical dimension is related to the search for a coherent link in the application of creativity as a formative and personality-developing process with a sustainable trend towards adaptation, socialization, and a fulfilling way of life for the persons/children with special educational needs.Objectives, methods, results, conclusions, and recommendations: For the topic, a small-scale study with parents of children with disabilities was carried out to find out the main problems related to their children’s socialization and learning process, to highlight them and work towards their solution. From a more global perspective, the question of procedural modeling is also addressed to influence positively the overall health of children with special educational needs, their full integration, as far as it is possible, which should contribute to their happiness and ultimately, the prosperity of the community. Process modeling as an activity usually implies the need to change the process or to identify problems to be corrected. This transformation can be realized in different ways including the use of information and communication technologies and resources (ICTS) as necessary to modify the process. Change management programs, techniques or models are desirable, as they will contribute to the successful application of the processes in practice.

The lesson is a basic organizational form of learning and is defined as a way of realizing the learning process. The purpose of the different types of lessons in ‚Around the world is knowledge, which students get, to acquire a practical appearance, turning into skills. There is a need to update the teaching and development of the lesson, as "new" children and pupils have a new type of perception, absorbing and consolidating the information. They learn differently and traditional approaches do not meet the diversity of their needs. The task of the teacher is to help them understand the different phenomena, enrich their life experiences, by respecting the individuality of each one, with their level of knowledge, skills, pace of performance, and this is also related to his creative thinking. The teacher can adapt the curriculum content and the way it is presented to suit the needs of the different children - use of a variety of methods, approaches and tools, differentiation of learning tasks and activities, research and discovery, inclusion of games, individual or team activity and interaction of students. It is the teacher who has to structure the lesson so that it is in line with the characteristics of each one, helping them to adapt and participate actively in the learning process, and this is in line with the philosophy of inclusive education.