It is well known that the information landscape has undergone radical change in the digital era. Today, everyone may share their opinions on interactive media like the internet and a worldwide audience can access any concept. Information has become more accessible as a result, but doing so has also made it very difficult to comprehend the motivations underlying the various publicly available narratives (democratisation of misinformation). Furthermore, the rapid development of digital media manipulation has created a new standard where almost any incorrect information can be made to appear and sound true. Consequently, it was critical to acquire the vocabulary and skill set that would enable us to understand the motivations behind the things we consume and make the best decisions. Since the fundamental rights to information and freedom of speech in the digital age are intertwined, media literacy is essential to the development and upkeep of democratic societies. So, our willing achievement was to promote critical media literacy. The project's primary goal was to provide youth workers with a broad range of knowledge, vocabulary, and skills that will enable them to be media literate, responsible information consumers and producers. On the other hand, the project provided the right conditions with the aim of creating a toolkit containing non-formal education techniques that will help youth workers to use cutting-edge media literacy approaches to multiply the impact of their daily work with youth. We wanted to improve the media literacy and perspective-changing skills of youth workers through a variety of non-formal education and interactive learning activities so that they can see how they, too, may unknowingly propagate false information. The project's particular objectives were to: ● Improve participants' skills to actively and critically evaluate the messages they receive and the ones they send and produce online. ● Give participants the information, skills, and terminology they need to comprehend how media messages are produced. ● Recognize the tactics of persuasion, as well as one's own biases, fake sources, and reasons for media messages. ● Raising societal resistance to false information and encouraging young people's critical thinking. ● Support the development of youth workers' ability to serve as multipliers in their daily youth work in both traditional and online learning environments. ● Create a space where youth workers may share their experiences and perspectives and contribute to the advancement of media literacy education by coming up with fresh ideas and tools. ● Create a collection of creative and effective activities that focus on the competencies required for reaching a high level of media literacy to be utilised in youth work with young people abroad. All interested youth workers, youth leaders, and educators will have access to this set of NFE exercises and activities (Toolkit), which will be developed based on feedback from end users (youth workers) and beneficiaries (young people). ● Cultivate the active media- citizenship attitudes, for young people and youth workers, that are necessary to engage in and contribute to public discourse. ● Establish and strengthen cross-border collaborations and future joint projects to increase the impact and multiplier effect. ● To teach young people how to identify, evaluate, and critically search for information, differentiating between reputable sources. ● Help young people in becoming media-literate citizens who will have more control over how they respond to the media and less influence over their opinions.