With this project we wanted to create a space for critical reflection on hidden assumptions behind the concept of nation, to re-imagine the different forms how we can relate to each other and forms a democratic society can take, and to design intercultural activities where cultures are not simplified as national but rather represent the lived experiences of young people. Besides, we wanted to bring the transcultural and anti bias approaches into youth work, which look at culture and identity as something highly personal, fluid, changing and dynamic, as the opposite to the fixed idea of culture = nation. Through non-formal education methods, we wanted to look at ways to sensitize youth workers and young people to this topic, how to bring more awareness, as well as respect and understand different starting positions, as well as to equip participants with concrete tools for youth work, but most importantly, work on the level of awareness and personal attitudes, in order to become more open to diversity. PROJECT OBJECTIVES The participants of the training course will: - get a deeper understanding of what is an intercultural competence and apply anti-bias and transcultural approach to ICL - analyze roots and power structures within the nation state and understand how these contribute to the crisis of separation, in order to be able to critically analyze educational programmes and avoid approaches that support stereotypes, prejudice and discrimination - be able to imagine different ways how people could relate to each other and support connectivity in intercultural setting (e.g. nonviolent communication and different forms of self-organized democratic societies) - expand their toolkit of non-formal education activities for youth in the field of intercultural learning - be able to independently design, deliver and incorporate feedback on their non-formal education activities for youth which are promoting connectivity in ICL - become more motivated to bring the paradigm of cooperation and compassion, social justice and equality into their educational practice