A.E.NE.A.S. "Against Exclusion NEw trAining Skills" was a TC for youth workers who are interested in working with young migrants and youngsters with fewer opportunities. In this context, A.E.NE.A.S. objectives were: - fostering intercultural dialogue and social cohesion within the youth field by improving youth workers' ability to prevent radicalisation and contrast Islamophobia across Europe; - improving the skills and competencies of youth workers and better promote their knowledge of non-formal methods and innovative approaches to learning in the field of intercultural, inter-religious dialogue and social inclusion; - demonstrating the role of non-formal education approach in developing the values of solidarity and tolerance among young people and support their active participation in democratic life; - improving the potential of youth workers to connect young people so creating new opportunities for them to put their ideas into and foster the inclusion of those with fewer opportunities. Preventing youth marginalisation and radicalisation by equipping youth workers with competencies to transmit shared values is one of the priorities of the Erasmus+ work programme, as well as of the EU Youth Strategy, Social Inclusion field, aiming at preventing social exclusion of youth which can lead to radicalisation. As part of KA1 Mobility of individuals of Erasmus+, A.E.NE.A.S. TC aimed at promoting intercultural dialogue and developing youth workers' skills to transfer the values of freedom, tolerance and democracy. Youth workers play an important role in empowering and engaging youth in active citizenship and in transferring these values to marginalised youngsters, while fostering their sense of belonging to a shared community. It is critical to act on youth as they are a driving force for change and a crucial factor to build more integrated communities. Accordingly, A.E.NE.A.S. intended to increase youth workers' ability to work for a comprehensive integration of migrants and disadvantaged youth using non-formal education tools, namely performing arts, proposing innovative approaches to identify early signs of de-radicalisation and promote dialogue based on discussion and participatory approaches (RAN collection of approaches and practices; Guidelines for Educators on Countering Intolerance and Discrimination against Muslims, OSCE). This TC met youth workers' need to enhance their intercultural competencies as the "essence of a constructive dialogue", so as to be able to work in an increasingly multicultural society, handling similarities among young people of different cultures and using non-formal education, specifically theatre and performing arts, to overcome cultural barriers. Youth workers' role as drivers of mutual understanding was fostered, providing them with new methodologies to help youth identify and use their talents to foster intercultural interaction.