Adult culture shows an ambivalent attitude towards young people: on the one hand it celebrates youth as a sort of golden age, full of energy and joyful irresponsibility (often trying to imitate their lifestyles), on the other side, however, laments its indolence and immaturity. What characterizes modern youth, compared to the traditional societies of the past, is that today being young means, for most people, living in a dimension of uncertainty. Uncertainty first of all about their own future: young people find themselves, and are well aware of it, in the middle of a path (what is defined as a "transition" from youth to adulthood), but more often than not they do not know towards which goals are directed. At every step, they encounter crossroads and obstacles, and must make choices. They realize that their future also depends, to some extent, on them, on the choices they are able to make. but to make choices, it is necessary both to identify the alternatives and opportunities that the world offers, and to probe one's preferences. Both dimensions, the external one of opportunities and the internal one of preferences, are never completely transparent. The life choices that young people are called to make are typically chosen in conditions of double uncertainty: uncertainty about their own propensities and abilities and uncertainty about the options potentially available. These were the premises on which the CLOE project was born in 2019. Since that moment, we have all had to face the pandemic before and its implications and the war today. The uncertainties we were discussing then have not only remained the same but, perhaps, have worsened with the fact that this "state of being in difficulty faced with a choice", is no longer only the prerogative of young people, but also of adults . Educators complain even more now, the need to want to be more competent and learn innovative methods to offer young people the means to build their personal life project. In the same way, young people recognize that the main reason that slows down their choices is the lack of trust on the part of adults: we must not ask ourselves if we should trust young people, we must rather ask ourselves that "what must be done to win their trust". We had to wait for 2022 to resume the discussion between partners and address the issue also from a new point of view: if the method we want to transfer to educators seems to imply static, now that we have faced the static nature of the pandemic, we must make it dynamic. We must also teach educators to be dynamic in order to educate young people in movement, understood as building agile, dynamic, truly flexible life projects. Providing tools to get to know each other and get to know what's around first, ask and clarify ideas, plan for yourself, immediately afterwards. Educators and project staff have had to acknowledge these changes and deal with this new state of international, global uncertainty. With the CLOE project and its evolution in these two years of the pandemic, the aim has remained that of transferring a practical method for building "one's own life project", facilitating the task of youth educators of educating with a dynamic method and with a structured training that delivered: - A contact event, where youth workers will meet company trainers to learn design techniques; - A study visit to a company led by young people; - A 5-day mini-training course for the action plan. Having overcome all the lockdowns and all the physical and mental resistance that the pandemic has created for us, from 12 to 20 June 2022, 20 participants, including youth educators, young people, trainers and staff of partner organizations, pursued the following general objectives: 1. Sensitize adults and public opinion to the knowledge of the phenomenon of youth transition to adulthood; 2. Promote the ability to listen and narrate the self; 3. Promote the awareness of being an "educator"; 4. Proposing and sharing the choice of an authentic, coherent, supportive and intergenerational relationship; 5. Knowing how to "choose" through the development of entrepreneurial skills and local cultural heritage; 6. Support young people in building a concrete and feasible Life Project; 7. Provide youth workers: Reading Maps to understand the current existential reality of young adults; 8. Create Training Networks around young people to support them in this path of human growth (family, school, institutions, associations, world of work, age.).