Firmly believing that media plays a vital role in modern societies, serving as one of the primary sources of information for most citizens on a wide range of topics, from local to international issues, EYP wanted to understand media's reporting and presentation of information, which held significant influence over public opinion and could impact political and social events. However, it is not uncommon for media to promote certain subjects, ideologies or individuals, either in their own interest or to favor specific groups, and this can lead to the manipulation of information and the creation of biased or distorted content. In addition to traditional media, other sources such as social media, blogs, and websites were even more susceptible to manipulation. The project was submitted before the COVID-19 pandemic, and several things were completely changed when implementing the project, as the Pandemic brought another important angle to media: it can be used as a weapon to help or destroy communities. In this context, the EYP aimed to cultivate responsible and ethical content creation to foster a pluralistic society and combat misinformation, corruption, discrimination, hate speech, and racism. The vision of the project was clear from the beginning: EYP wants to achieve a media and information literate society where individuals could verify, decode, and contextualize media and information, think critically, and be aware of media manipulation practices. Content creators, especially media makers, were encouraged to be fair, independent, and responsible while ensuring adequate representation of minorities and youth in media to counteract polarization and stereotypes. Youth work emerged as a powerful method and socially accepted tool to realize this vision. The Media and Information Literacy for Youth Workers project constituted a part of the EYP network's series of thematic trainings. Its primary objectives were to elevate the professional competences of youth workers from involved countries in media and information literacy, content analysis, critical thinking, and social responsibility. The project sought to contribute to increasing public media and information literacy and critical thinking while simultaneously enhancing the media and information literacy skills of the youth workers themselves. By analyzing and comparing diverse media types, the project prompted reflection on the role of media makers in the public sphere. Furthermore, the project implemented the methods and materials developed during the KA2 project "Media Literacy and Critical Thinking in Youth Work" in March of 2022, empowering youth workers to effectively employ these resources (milacademy.online). It emphasized the exchange of good practices in critical thinking and media literacy and encouraged the development of new materials, fostering an international network of proactive youth workers from various European countries. Since 2006, the European Union has recognized "digital competence" as one of the eight fundamental competences of the Lifelong Learning Programme, addressing the needs arising from the New/Net/Knowledge Economy and striving to eliminate new forms of the digital divide. Earlier the Italian legislation has introduced a National Plan for the Digital School, acknowledging the significance of digital competence. Consequently, the project partners firmly believed that digital competence encompasses media and information literacy, especially considering the growing attention towards tackling misinformation and fake news from policymakers, academics, civil society organizations, and media makers. International Journalism Festival in Perugia gave an interesting platform to target the mentioned topics and themes. However, that was not foreseen in the original project proposal. Circumstances dictated the changes. Unfortunately, young people still learn about media and misinformation practices relatively late. Hence, the project aimed to promote quality youth work in the realm of media and information literacy, empowering youth to develop vital competencies such as social responsibility in media creation, information verification, media/content analysis, and critical thinking. Through these efforts, the project sought to empower young individuals to navigate the media landscape responsibly and critically. Project had two main objectives: 1) enhancing their competencies in media and information literacy, and raising awareness about the challenges in the digital information space, 2) promoting socially responsible media-making and public media and information literacy through youth work.