Young people are changing rapidly. Fifteen years ago, young people had other needs and aspirations as young people today. We must not neglect that the need of society is still an active and responsible population, and with the generations the definition of "activity" and "responsibility" is changing dramatically. "Activities" cannot be described only as employability, since they also include travel, communication, hobbies and personal development. "Responsibility" has changed from active participation in politics to active participation in society and is reaching to many topics such as ecology, human rights, culture, high criminal etc. Not surprisingly, but their values have changed, too. All new generations of young people grew up with social media, their reality and the world are much wider than the world of our generation. Young people also have a different perception of success. The success of modern youth does not necessarily mean accumulation of money. Their awareness focuses on an improved society that is network-driven and based on values, such as respect, trust and cooperation. This is also the content that is treated by emotional intelligence and starts within the person. As we mentioned at the beginning of the application, emotional intelligence is something that is not genetically modified, but a quality that can be successfully trained and conquered. Unfortunately, the school do not provide this knowledge as efficient as they could, which is characteristic of most so-called "soft" skills. Families, which are focused more on jobs, do not enable development of these skills. For the past generations, emotions were indecent, and the conflicts were bad. Therefore, young people have developed a negative attitude towards them. We all learn that it is not nice to be angry and that anger should be suppressed. This oppression is happening until there is an outbreak and perhaps even violence. Young people also feel sad and learn that they should not demonstrate sadness. Society demands happiness. But happiness is just one of many emotions, and young people must learn that each emotion has its own function and message, and that emotions can also be expressed in a positive, even creative way. Expressed emotions do not turn into mental distress anymore. Our project enables youth workers to experience their abilities of emotional intelligence. It offers them a personal assessment to determine the level of their emotional intelligence. This is followed by a comprehensive and very complex program of learning theory of emotional intelligence and enables personal experience for developing these skills through various methods. These methods include rational activities, simulation exercises, theatrical and dance techniques, art techniques, aromatherapy, meditation and attention, work in nature, etc. At this stage of the project, we want participants to raise awareness about the importance of routine in the development of personal competence, as they will be easier and significantly transferring knowledge to local youth. We want to prepare trainees for independent work in the local environment and provide them with an effective supportive learning environment. We want to organize two types of support in the project. One type of support is peer support, which is a practice in interpersonal communication. The other type of support is provided by mentors as they will always be available to all participants. The project will also strive to transfer knowledge and skills from participants to the organization or the local environment. To summarize, in the project, we would like to primarily transfer the knowledge of participants to emotional intelligence and emphasize personal, social and learning competence in order to stimulate their own need for upgrading these skills, offer methodology and support in transferring knowledge to the local environment, and to check how We have been effectively in this process all together.