The training course "Urban Art for Peace" was held in Damvillers, France, from August 9 to 17, 2023. This course brought together youth workers from six countries: France, Poland, Bulgaria, Romania, Hungary, and Turkey. Organized by the Together Pan European network organisation asbl, the project aimed to equip participants with the skills to use urban art and sports as tools for social engagement and peacebuilding in youth work. The methodology used intended exclusively to use urban art and sport as educational tools. This is why components such as education, mentorship, skills, training, reflection, and intervention, not directly related to sport, remained very important and were taken into consideration when urban art and sport were used for an educational purpose in our TC as well. All of these elements played a significant role in the learning process of our project. They actually became the central focus which stimulated development and social transformation of the partners involved. The main project aim was to promote urban art and sport as tools in youth work for peace, together with social inclusion and equal opportunities through increased participation and equal access to sport for all. The objectives of the project were: - To provide non-formal learning opportunities, using urban art and sport as tools, for educational and professional development of youth workers. - To contribute to high-quality individual practice of youth workers as well as to the evolution of youth work of the participating organizations. - To popularize non-formal education in planning and designing a learning process and provide youth workers with useful non-formal methods using sport as a tool in youth work. - To improve the quality and innovation of youth work. - To build a community of youth workers that can support the quality of projects and activities for young people in EU programmes and beyond. The approach of "Urban Art for Peace" in our project consisted of the integration of art and sport elements within an activity that was used for educational purposes. It was to address social issues, to develop social competences, and sought to provoke lasting social transformations. The entire educational process was planned and prepared, and clear educational outcomes were expected after it happened.