A methodology that combines science and game-based mechanics

Albena Yotova and the Intreea team bring it to the screen.

A scientific approach, based on neuroscience and neuroplasticity, that helps every student reach the full extent of their potential.

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The child who “can’t do maths” has often simply decided that they can’t

You have seen it. A child sits down, looks at a problem and gives up before even trying. Not because it is hard. Because they already know how it ends.

In the 1960s Dr Georgi Lozanov, a physician and psychiatrist from Sofia, started with precisely this: the obstacle is not ability but the conviction “I can’t”. While this conviction persists, neither the syllabus nor the pace helps. Hence, clearing it is the starting point of the method.

Where the method comes from

Dr Georgi Lozanov
Author of Suggestopedia
Born in Sofia in 1926. In 1966 he founded the Institute of Suggestology and built a method that lowers the learner's inner barrier: art, music and story inside the lesson, an adult the child trusts, and a room in which a mistake is not a verdict.
In December 1978 UNESCO convened an expert group in Sofia. It observed his classes and, in its report, called suggestopedia “a generally superior teaching method for many subjects and for many types of students, compared with traditional methods”. In the same point it added that the data were incomplete and more research was needed. We quote both.
UNESCO working group on suggestology and suggestopedia, Sofia, 11 to 17 December 1978. Working document ED-78/WS/119.
Libyan Labiosa-Cassone
Author of Accelerated Learning
She studied with Lozanov. From the early 1980s she worked with his method outside Bulgaria and gave it the name the world knows it by: Accelerative Learning. She then developed it into a methodology of her own: all senses are incorporated into the lesson, art is seen as a means of learning rather than decoration, each child's strengths are taken into account, and every lesson is planned to the minute.
She was the head of the Society for Accelerative Learning and Teaching from 1991 to 1993 and leads the International Center for Accelerative Learning. She has worked in eighteen countries, Bulgaria among them. She has taught at Harvard and MIT.
“It's your job to figure out ways to make information more attractive to your pupils.”
Libyan Labiosa-Cassone, interview for In Context, no. 27, 1991. Biography: libyanlabiosacassone.com and the International Center for Accelerative Learning.
Albena Yotova
Author of the methodology's version for a digital environment
Founder of Intreea. More than 28 years in education, as a teacher and as an author of curricula. A colleague of Libyan Labiosa-Cassone in Accelerated Learning, long before there was any software.
Her project “Learn and play”, in which the “Anton Strashimirov” primary school and the Educational Cooperation Foundation teach young pupils to read through tasks on a platform, received the European Commission's European Innovative Teaching Award for 2023. According to the project's own report, 85% of the children read fluently at the end of the course.
“Every child can, and every child knows. We just help them step forward with courage.”
Albena Yotova

What she carried to the screen. And what she did not.

The method was designed for a live classroom and a trained teacher. Albena Yotova's question was simple: how much of that can live on a screen? Here are her answers.

In the classroom
The adult the child trusts.
On the screen
The six Guardians of Intreea. Friends that are the same age as the student, who lead them through the tasks, tell them exactly where they went wrong, and are the reason they come back tomorrow.
In the classroom
Art is the lesson itself.
On the screen
The world of Intreea. Children do not open a set of exercises; a story unfolds in which the lesson happens. The drawn world is how you learn, not just a pretty set.
In the classroom
A mistake is not a verdict.
On the screen
There is no list of missing results. The profile shows only what has been achieved, and progress is spelled out in words: on track, borderline, struggling.
In the classroom
The teacher at the centre.
On the screen
The teacher is still present and central. They unlock and run lessons, set homework and generate tests in which every student solves a different test version.
In the classroom
Everyone follows the group pace.
On the screen
Learning starts where the child needs it to begin. The path adapts after every answer: a little every day, not three hours on a Sunday.