Virtually every aspect of our lives was impacted by the increasingly digital, interconnected, and globalized world we lived in, including employment, communication, interpersonal interactions, learning, purchasing, and access to public services. The world changed swiftly, and the COVID-19 pandemic brought attention to the necessity for quick adaptation to brand-new professional, social, and educational circumstances. Individuals had to acquire new skills and competencies as part of a lifelong learning process to adapt to those changes and reach their dynamic potential. While in formal education, people, especially youngsters, were taught more theoretical skills and knowledge; focusing on practical skills for their lives became a priority. This was where non-formal education intervened, and with the help of mobilities, youngsters got the opportunity to have experiences and knowledge that they could not acquire anywhere else, completing their personal set of skills. The project ‘Teach me how to Life’ arose from LifeComp, the European Framework for Personal, Social, and Learning to Learn Key Competencies. The Council of the European Union endorsed, in 2018, the Recommendation on Key competencies for Lifelong Learning, which outlined a foundational set of abilities required to work and live in the 21st century. The European Commission used the Recommendation as a springboard to create LifeComp as a framework for Personal, Social, and Learning to Learn Key Competencies. Split into three main areas, Self-regulation, Flexibility, Wellbeing (Personal Area), Empathy, Communication, Collaboration (Social Area), Growth mindset, Critical thinking, and Managing Learning (Learning to Learn Area), these were the nine socio-emotional and metacognitive skills included in LifeComp. According to the Council of the European Union (2018), LifeComp was the European Competence Framework that offered a shared understanding and a common vocabulary to express the Personal, Social, and Learning to Learn Key Competencies. It outlined nine socio-emotional and metacognitive competencies (also known as life skills), which helped people reach their full potential, self-regulate their emotions, thoughts, and behaviors, deal with complexity, be responsible social agents, and reflect on their learning throughout their lives. To succeed in the digital age, everyone had to master these skills. These skills could improve people's adaptability and capacity to deal with the wicked problems and complex situations faced in the 21st century (climate crisis, ongoing and potential pandemics, rising automation of tasks, rapid changes in the types of employment, aging population, spread of misinformation, increasing threats to sustainability, etc.), even motivate youngsters to play a more active role in their society, and this was exactly the objective of this Youth Exchange. According to researchers, individuals' capacity for success and self-fulfillment could be increased by developing their socio-emotional and metacognitive competencies, also known as soft skills, non-cognitive skills, or 21st-century abilities. In our turbulent, uncertain, complex, and confusing time, they improved academic success, well-being, employability, personal motivations, and the capacity to learn continuously throughout one's life. Thus, another objective of ‘Teach me how to Life’ was to bridge the gap between the theoretical foundation offered in institutionalized education and the full potential of youngsters, for them to become active and prosperous members in society. By the end of this project, an objective was also for the participants from six countries to become aware of the existence of LifeComp as a tool for their self-development, having the opportunity to foster the nine competencies that it covered. The greatest upside that this framework had was that it could be beneficial to everyone: from youngsters with institutionalized education, to those who did not have access to it, to every youngster who wanted to pursue self-development and have a better life prospect.