Within this project, we realized (to extend planned for the second year of the implementation) the following aims outlined in our youth accreditation: Creating accessible activities that support a lifetime of learning and developing soft and transferable skills in the real world and digital environment Expanding and improving the network of youth workers Expand the availability of activities that build European and global identity Development of metacognitive skills in young people in real life and digital environment We included 98 young people and 44 youth workers (around 70% youth workers that participated were young people too), through 4 distinctive activities with different goals of their own (all contributing to abovestated goals). SHORT DESCRIPTION OF EACH ACTIVITY 1. The Art of Ethics in Youth Work Goals: The main aim of this training was to encourage participants to apply the principles of ethics in youth work in their youth work practices. Specific goals were: Introducing the main terminology of ethics in youth work; Developing critical reflection on theoretical models in youth work and Encouraging youth workers to design their own solutions while working with youth. 2. F.A.K.E. - Fundamental Argumentation Knowledge and Education - Our goal for the project was to bring together participants from four countries—Croatia, Italy, Slovakia, and Slovenia—to collaboratively develop debate skills. We aimed to create an opportunity for participants, mainly final-year primary school students, to learn both from and with debaters from other countries. Additionally, we wanted to introduce high school students to youth work by giving them a mentoring role in the project. Through this initiative, we sought to foster peer-to-peer learning and a model of learning with mentorship from experienced trainers, creating a supportive and enriching environment for all participants. 3.The objectives of the Quality of Learning Assesment And Construcitve Feedback In Debate (Quality of learning) Training Program were: 1) to equip volunteers with consistent and fair evaluation skills, ensuring that volunteers could apply a structured and balanced evaluation framework across all debates. 2) To develop clear, actionable feedback techniques by training volunteers to deliver specific and constructive feedback using open-ended, supportive language, helping debaters understand their strengths and areas for improvement. 3) To foster confidence and self-reflection among volunteers, providing a space for volunteers to refine their skills through group discussions and self-reflection exercises, enhancing their confidence and promoting continuous improvement. Finally, 4) to build a collaborative learning environment, encouraging teamwork and shared learning among volunteers, which reinforces inclusive and constructive communication for the benefit of both volunteers and debaters. 4. The primary goal of implementing the Logic Lab 2 project was to provide high school students with a structured space to develop crucial skills in critical thinking, analysis, argumentation, and public speaking. Specifically, we aimed to create an environment that encourages students to engage in these activities in English, thereby enhancing their language skills and fostering a sense of international culture. By creating this bilingual and multicultural space, we sought to empower participants to articulate their ideas effectively and confidently in a global context, preparing them for both academic and personal success.