The LRLC was a powerfully educational project aimed at young people from rural and semi-urban areas, and its essence was sustainable growth cohesion, quality employment and even innovation. We fostered mobility with a view to lifelong learning, as well as cooperation, inclusion and organizational innovation, contributing to work with young people in the field of environmental action/education, taking into account the challenges of this area of intervention, the needs of the technicians and organizations involved, and their territories of origin. To this end, LRLC: -Focused on the development needs of youth workers in rural and semi-urban areas; -Provided quality, practical, innovative, recognized and validated training for them, clearly impacting their regular work with young people and the capacity of the organization and collaboration between organizations from small backgrounds, both at local and European levels, offering tools and fostering bridges for the development of new joint projects, thus strengthening inter-institutional cooperation. At its root was the problem of the proliferation of socio-environmental damage caused by human activity in the context of uncontroled Consumerism, as part of the "extract-produce-consume-throw away" paradigm of economic growth. Despite the growing global concern in this area, reflected in international strategies such as the Sustainable Development Goals (SDGs) or the European Green Deal, this is a highly comprehensive and complex problem, given the multidimensionality and inextricability of current socio-economic flows and ecological damage. The seriousness of the situation is extreme and the consequences, beyond the earth's systems, are beginning to significantly impact human (quality of) life. In addition, the impacts on our health and well-being were not evenly distributed, mainly affecting groups and territories that were initially in a disadvantaged/vulnerable situation, such as rural territories, and are accompanied by high social and economic costs with devastating impacts: -Increased morbidity/mortality; -Collapse of socio-economic activities; -Increased poverty/social exclusion; High costs of mitigating socio-environmental damage; -Increased risks to security and peace. Thus, considering that: -Any solution to repair socio-environmental damage would necessarily have to focus on the anthropic action at the root of the processes of destruction of natural resources, but, despite efforts to control GHG emissions, efficient waste management, depollution of water bodies, recycling, etc., the problem continues to worsen; -Reversing this damage was not only possible but urgent, and so it was necessary to replace the activities at the root of the problem, adopting practices of regeneration and (re)construction of human systems that coexisted in balance with the natural environment; Socio-economic development of rural areas was urgently needed to combat inequalities and the lack of territorial cohesion; Transitioning to a carbon-neutral socio-economic system has great potential for (re)creating areas of economic activity, presupposing scientific research and technical reconversion, certainly generating (more or less) qualified employment, even in agriculture. The LRLC proposed a solution inspired by the new paradigm of regenerative development and based on the following: Education for environmental citizenship, based on the regenerative development paradigm, which includes, along with maintaining decarbonization efforts, bio-regenerative practices of sustainable and efficient use of natural resources, promotion of the circular pattern of socio-economic growth, with a culture of responsible consumption and waste reduction; Betting on children/young people as privileged agents to shape the present, and especially the future, by promoting environmental learning in connection with nature, fostering not only the cognitive side of knowledge but also the socio-emotional and behavioural aspects, which increased their engagement/motivation and revealed a potential for transforming motivations, attitudes and practices towards the environment, fostering entrepreneurship. In addition, youth workers working in rural areas were empowered as privileged social actors to develop environmental citizenship skills and empower these young people to take regenerative action, thus generating social and ecological transformation among children/young people and communities in their territories. As such, this project aimed to equip them with: O1 - Skills for social, environmental/regenerative action and education; O2 - Practices to train young people in entrepreneurship in ecosystem regeneration.