One of the key challenges across European learning at present is learner motivation. The disconnection between official curricula and learners' perceptions and expectations with regard to the relevance of what they learn in school is a problem for all, but affects particularly those for whom the resulting lack of motivation, together with other factors, means they do not finish official secondary education. In many cases they have not only not learned, but have also forgotten how to learn.New technologies offer a potential for other approaches and the introduction of different elements into training contexts that would facilitate the development of changes in the intrinsic motivation of these learners. The aim of the RE-ACT project is to develop and pilot a methodological approach to the motivational use of new technologies in these contexts, in order to improve the prospects and the employability of these learners. The methodology will focus on collaboration, creativity and learner autonomy as potential keys to the reactivation of the interest of learners who have not completed their education. One of the key elements of this approach will be to provide a collection of existing tools that learners and teachers may choose to use in their learning. Implementing a new approach requires attention not only on the learners needs but also, vitally, to those of the teachers who will implement the methodology, and the integration of the approach into existing contexts, to the extent that the teachers are one of the target groups.The approach will include a collection of specially designed activities that aim to promote changes in the motivation to learn of the target groups of learners, and provide them with skills appropriate for learning throughout their lives, thus equipping them for the labour market. The impact envisaged is a change in the attitude towards learning of learners and teachers, in which learners play an active autonomous role.