As our aim was to promote responsible scientific literacy aligned with human rights values, firstly we wanted to develop an innovative training course for youth workers, including the creation of training materials that integrated a science-human rights pedagogy. Secondly, through the trained youth workers, we wanted to organise local learning activities for young people of various ages and from various categories at the community level. Thirdly, based on these activities, we wanted to create a best practice guide for youth workers. So, our objectives were the following: 1. To develop the youth sector by increasing the competencies of 15 youth workers from the partnering countries, who have interest in science and human rights, in new methods of non-formal education on how to integrate science and human rights, during 10-month period; 2: To develop critical thinking competencies among minimum 120 young people between 14 and 30 years old from the partnering countries, with respect to science and human rights, during 6-months period.
Our motivation stemmed from the pressing challenges faced by youth in today's rapidly evolving scientific and technological landscape. We observed that many young people struggle to make meaningful connections between scientific advancement and human rights implications, leaving them inadequately prepared to navigate complex societal issues. The low level of scientific literacy (proven by the PISA results tests in the Science curriculum area) adds to this problem and deeply affects youth from the partner countries. Moreover, we observed there was insufficient competency among youth workers from the partner countries on how to address the intersection between science and human rights in order to help youth become more powerful citizens. Through this project we wanted to address these needs by bridging the gap between scientific and human rights education in the youth sector. Our goal was to help young people understand how scientific principles and discoveries relate to fundamental human rights, as well as to help youth workers develop the necessary skills to support youth in this direction. As vectors of knowledge and skills development of youth, youth workers were the primary target of our project.