“Working Class Hero” was an Erasmus+ training programme designed for active youth workers and professionals supporting young people in their job‑seeking efforts. The project aimed to empower youth workers and strengthen their ability to help young people acquire the skills and competences necessary for their professional development and successful integration into the labour market, using non‑formal learning methods. The training programme focused on developing key skills considered essential in today’s work environment, such as problem‑solving and analytical thinking, managerial and communication skills, collaboration and teamwork, language skills, as well as digital competences. The training explored the topic of employability with the goal of enhancing and expanding the capacity of youth workers to support young people, encourage their entrepreneurial spirit, and improve their employment prospects. A flexible programme was designed and implemented, allowing trainers to adapt activities according to the needs and expectations of participants. At the same time, participants were encouraged to take an active role in the learning process by sharing experiences, opinions, and good practices. The project was developed in response to the challenges faced by many young people across Europe, such as high youth unemployment rates, precarious working conditions, and discrimination in the labour market. A lack of information, guidance, and appropriate skills often prevented young people from fully entering the labour market and accessing sustainable professional opportunities. Within this context, the training programme aimed to equip youth workers with practical tools, methodologies, and knowledge that they could later transfer to the young people they worked with. Specifically, the project sought to provide the necessary knowledge and skills to promote employability in multicultural environments, improve the core competences of young people—including those with fewer opportunities—and promote social inclusion, solidarity, and active participation through learning mobility. Participants developed skills and knowledge related to overcoming stereotypes and negative experiences that affect career planning, recognising personal resources and past experiences that could be used in future professional situations, setting career goals through self‑awareness and self‑assessment processes, identifying and addressing internal barriers to professional development, and strengthening self‑presentation skills. Particular emphasis was placed on creating high‑quality CVs and cover letters, preparing for job interviews, and addressing personal difficulties or disadvantages that may affect young people’s career paths. In line with the objectives of the Erasmus+ programme, the project contributed to improving participants’ key skills and competences, promoting social inclusion and solidarity through international learning mobility, and developing intercultural skills for effective work in multicultural environments. After defining the project’s objectives, partner organisations worked closely together to develop the training content and enrich it with practical activities that reflected the real needs and experiences of participants. The programme included diverse learning opportunities that encouraged active participation, reflection, and the exchange of experiences. The project aimed to respond to the rapid changes in the labour market, rising unemployment, and migration trends. It encouraged youth workers to view these developments not only as challenges but also as opportunities for growth, innovation, and social progress. Participants were encouraged to transfer the knowledge, skills, and experiences gained to the young people and local communities they worked with. A central element of the project was the exchange of experiences among participants from different countries. Through intercultural dialogue and cooperation, they shared ideas, good practices, and effective approaches to tackling youth unemployment and supporting young people’s transition into the labour market. The methodology of the training programme was based on cognitive‑behavioural coaching techniques and the principles of non‑formal learning. Participants engaged in group work, role‑playing, creative activities, peer interviews, and feedback activities. The project addressed the growing need for youth workers to support young people facing unemployment, limited opportunities and rapid labour‑market changes. Its objectives focused on strengthening professional guidance, enhancing employability skills and promoting entrepreneurial thinking. It aimed to equip participants with practical tools to identify youth needs, overcome barriers, foster motivation and create inclusive pathways that help young people access sustainable work and develop long‑term career prospects.