The project’s overarching aim was to raise awareness among Czech young people (YP) about the importance of civic participation and engagement in relation to climate change (CC), sustainable lifestyles, and broader societal issues. By combining expert input, creative non-formal methods, and participatory approaches, the project sought to empower YP to connect their everyday choices with global challenges and to find meaningful ways of civic engagement. 1. To design relevant and high-quality educational WSs with expert input: The expert meetings (2xA1 & A7) ensured that the WSs were pedagogically sound, participatory, and tailored to YP’s needs. The first expert group (educators, facilitators, climate experts) co-created the A2 WS for vocational schools (A2), ensuring appropriate methodology, inclusive language, and sensitivity to classroom dynamics. The second expert group (teachers, scout leaders, nutritionists, environmental educators) developed the A8 WS, later piloted with school classes. Together, these meetings linked scientific accuracy, non-formal methods, and youth-centred facilitation, creating educational tools transferable beyond the project. 2. To raise awareness and foster proactive and creative engagement among young people: The WSs directly reached almost 400 YP, exceeding the original target. At vocational schools (A2) and in the sustainable food WSs (A8), students critically reflected on CC and food choices, connecting personal behaviour with civic responsibility. A series of creative WSs (“Spojeno uměním”, A3-A6) offered innovative entry points into climate engagement through art, embroidery, music, and ecological practices. These activities allowed participants to link climate issues with social justice, biodiversity, gentrification, or cultural activism, showing that climate action can be expressed non-violently and inclusively. Collaborations with cultural actors (Gallery Cejla, CO.LABS, Synth Library) broadened the project’s reach and visibility. Special attention was given to inclusion: the project engaged students from vocational schools and smaller towns often overlooked in climate education, as well as gender-diverse youth and YP with mobility or mental health challenges. This ensured that the project reached beyond the “usual suspects” and involved a truly diverse group of YP. 3. To enhance participants’ competencies: Across all activities, the project intentionally developed key competencies: - Knowledge: understanding of CC, sustainable food systems, ecofeminism, biodiversity, soundscapes, and social dimensions of the climate crisis. - Skills: teamwork, creative expression (embroidery, music, art), critical thinking, media literacy, facilitation of dialogue, and practical ecological skills (e.g. seed bombs). - Attitudes: mindfulness, patience, solidarity, empathy, responsibility, and empowerment to take civic (climate) action. This structure ensured that participants not only acquired information but also developed the skills and mindsets necessary for active citizenship towards “the greener Europe”. The project also contributed directly to several European Youth Goals: YG2 (Equality of All Genders) through inclusive participation and feminist perspectives; YG3 (Inclusive Societies) by engaging diverse groups and socially excluded localities; YG4 (Information & Constructive Dialogue) through work with misinformation and critical reflection; YG5 (Mental Health & Wellbeing) by addressing climate anxiety; YG8 (Quality Learning) via non-formal, experiential education; YG9 (Space and Participation for All) through accessible and safe venues; and YG10 (Sustainable Green Europe) as the project’s core theme. 4. To build community and intergenerational dialogue: The conference (A9) created space for 86 participants, surpassing the expected 70. It successfully connected senior and junior actors in the Czech climate movement, established NGOs with youth initiatives, and created unique opportunities for informal networking. Participants highlighted its role in fostering trust, solidarity, and long-term cooperation. The conference also contributed to cross-sectoral synergies and the sustainability of project results. 5. To ensure sustainability and transferability of results: Throughout the project, emphasis was placed on methods and outputs that could be reused beyond the project: WS designs created in A1 and A7, methodological insights from A2 and A8, and collaborations with cultural venues and collectives that are continuing into 2026. The combination of formal and non-formal education actors ensured transferability into both school curricula and non-formal youth work. The project contributed to broader EU priorities such as the Green Deal and the Youth Goals. The methodologies developed are transferable to other contexts, particularly vocational education and non-formal youth work, and can inspire similar initiatives abroad.