The aim of the proposed project is to have a positive impact on the development of students' problem-solving competencies by promoting the use of inquiry and problem-based approaches to teaching. To achieve this, a training framework will be developed for training teachers how to create science lesson plans by not just providing exemplar solutions to problems that arise from everyday practice, but also enabling them to perceive effective lesson planning in relation to educational principles that may enhance students' problem-solving skills. Following the recommendations of the Rocard report on science education in Europe, the use of problem-based and inquiry-based approaches is important because they provide the means to increase students' interest and motivation. The proposed project aims to add its contribution towards the improvement of the quality of science teaching by (a) training teachers how to change their current teaching practices taking into consideration inquiry-based and problem-based strategies, (b) introducing learning design processes and methods to motivate teachers to change their practice (c) offering access to digital science learning material based on inquiry and problem-based methods and thereby expanding the limitations of classroom instruction. Such an approach will enable teachers to re-think their own practice in the light of helping students to be effective and reflective problem-solvers. The impact of the training material will be assessed by using the PISA assessment framework for evaluating students' acquired problem-solving skills. An effective training approach will directly contribute to designing such teaching and learning activities that may increase students' motivation and thereby supporting and enhancing the acquisition of transversal key competencies by all students, closely reflecting the aim of the LLP programme in terms of improving students' motivation to learn, and learning to learn skills.