By implementing this project, we wanted to get youngsters more into reading, especially literature, by using digital tools. At the same time, we wanted to help them level up their digital skills. This project idea had come as a follow-up of the first Filologisme project under the Erasmus+ programme, PATH-TRY. Within the context of the Filologisme project, it had become increasingly clear that digital engagement was not just a passing trend but a fundamental shift in the way literature was consumed and appreciated. The participatory nature of the digital age had called for an integration of environments and methodologies that spoke directly to the evolving preferences of the youth. We had been motivated to conduct a needs analysis across five organisations, involving three from the initial project and introducing two new entities. Our goal had been to discern the degree to which literature required enhanced digital adaptability to resonate more with the youth and gauge the necessity of digital skills in literature-related activities. The findings from our needs analysis based on an online survey comprising 70 responses from young individuals aged between 13-18 years from all partner countries had highlighted the following needs: ● Need no. 1 (N1): 90% of participants had sought to integrate digital tools in literature, yet many, especially those with fewer opportunities, had faced challenges in professional digital proficiency and online learning. ● Need no. 2 (N2): 75% of youngsters had been more attracted to literature through engaging apps, with a preference for visual content over print, but digital books had retained appeal. ● Need no. 3 (N3): Over 75% had valued intercultural activities combining digital and literary elements, as diverse digital methods had enhanced youths' reading enthusiasm. The project-participating countries had displayed a varied digital competency landscape. For instance, Croatia and Spain had boasted 80-90% digitally skilled youths, whereas Romania, Latvia, and Turkey had lagged with just 50-60%. This divergence had extended to reading habits, too, with statistics indicating a worrying decline in traditional reading across these nations. The disparities in digital proficiency across countries had been a cause for concern, but also an opportunity. Addressing these gaps had not only been about ensuring equal access to digital resources but also about empowering the youth with the skills and competencies required in the present society. However, a silver lining had emerged from our analysis. Many youngsters, especially those with limited opportunities, had wanted to elevate their digital prowess. Given the previous mentions, THROUGH THIS PROJECT WE WANTED TO ADDRESS TWO CRITICAL NEEDS: By synergising literature with the online environment, we aimed to captivate the youth, who already spend time in the virtual world, in the reading process, while simultaneously improving their digital abilities. Our vision had been to support and develop constructive habits, encouraging them to embrace reading through digital tools. In light of the identified needs, our project had set forth the following objectives: ● Objective no. 1: To increase the level of digital skills for 90% of the participants by the end of the YE, which was to be measured with the Digital Skills Survey by the end of YE (correlated with N1). ● Objective no. 2: To increase the motivation to read and explore literature in the online environment for at least 75% of the participants by the end of the YE, which was to be measured with an individual reading plan submitted by the end of mobility (correlated with N2). ● Objective no. 3: To deepen the level of understanding for at least 75% of the participants regarding how we could build digital inclusion in our environment through literature, by accepting diversity and multiculturalism in society, which was to be measured with the Digital Inclusion Survey by the end of YE (correlated with N3 and N1). The objectives set forth by the project had been both ambitious and necessary. By aligning them closely with the identified needs, there was a clear roadmap for intervention. The metrics for evaluation, such as the Digital Skills Survey and the individual reading plan, had ensured that the impact was measurable and quantifiable. The project had not just aimed for surface-level engagement but a deeper, more meaningful interaction with literature in the digital age.