The world in which this application was written, was a very different one than we find ourselves in right now. When I wrote this application in 2019, there was no global pandemic, with a resulting shut down not only in education and economy, but also in many social movements. There was no war in Europe and the resulting economic and social impacts. This does not mean that our program is out of date. We live in a time of increasing divides between but also inside of the nation-state. Young people need to learn how to communicate and find solutions to complex problems together with people that have very different lived experiences, be this because of their culture, their gender, their race, their socioeconomic background, their political beliefs or their sexuality. Now more than ever, it is important to bring young people together to not only overcome these divides but understand this diversity not as an obstacle, but something that is to be celebrated. The last years made it clear that sustainability is an issue of never-ending complexity. While the SDGs give us a good guideline that makes it relatively easy for participants to follow the program, the connectedness of these issues often require answers to a lot of difficult questions. Being confronted with situations where there is no easy right or wrong, the participants have to learn to find consensus across differences and make compromises when necessary. Although the team was well prepared for the impressive change the participants underwent during the two weeks of the Short Course, the pleasure of seeing this change was by no means lessened. Participants became more aware of the different takes on sustainability and the critical condition we find ourselves in on many levels, whether this concerns climate change, politics of repression or the inequalities of living conditions. By developing a critical view on processes they had previously taken for granted, the participants started to think about ways to act upon them. Their ideas extended to more active citizenship as well as developing their own initiatives of projects and lectures they intend to hold in their home communities. Many participants voiced that they felt like the Short Course was a transformative, even life-changing experience. We have received such feedback consistently over the past few years and were happy to hear that we once again succeeded in delivering a high-quality, impactful course. Whilst it is clear from our evaluation processes that the original goals of the program were fulfilled, this might also be a good point in highlighting how the changes we have seen in the last years have changed the face of the program. The global pandemic forced a hold to many educational programs and social movement activities. We believed that the problems this project is trying to address were too urgent to be put on hold for 3 years. We hence decided together with our partners to bridge the time by providing two five week online courses for 80 participants from our partner countries and beyond. The increased contact with our partners pointed towards a different issue that led to many changes in our program: we had to acknowledge that the new economic situation post-pandemic but also with the onset of the war in Ukraine meant that certain partners could not handle the logistical burdens of providing students to our course. We welcomed the opportunity to alter our student list and particularly welcome a group of students from Ukraine to our program, that enriched our course with their unique experiences. An unquestionable part of the success was the facilitator team. People with various experiences and from multiple backgrounds managed to integrate quickly and combine their ideas and visions for the course in order to achieve a common goal. Although it is also crucial to gain new impulses and energy with new team members, having a few team members, who have led previous courses showed to make many processes run more smoothly and effectively. Multi-dimensional diversity in the team guaranteed creative and sometimes unconventional ways of spreading United World Colleges movement and initiative. Among the partners, the project succeeded in building both their appetite and their ability to engage in non-formal education projects, and to thereby definitely broaden the reach of European Initiatives and the United World Colleges movement beyond a network of schools. We did this by investing significantly in the mentoring and coaching of team members, but also by codifying and distributing various methods used and by presenting the project in several relevant forums. The codified workshop templates and training resources will make similar projects much easier in the next few years, and are crucial to increasing the quality of our content over the years.