The project rationale behind "YouthPulse" stemmed from the need to respond to a perceived crisis of representation among the new generations, bridging the existing gap between young citizens and decision-making institutions through a structured and progressive non-formal education path. The primary objective was not limited to the simple implementation of mobilities or meetings but aimed at building a learning ecosystem where participants could transition from the status of passive beneficiaries of youth policies to that of aware and competent change-makers. In line with the principles of Youth Work, we conceived the project as a maieutic process of empowerment. The intent was to provide young people, including those with fewer opportunities or from peripheral backgrounds, with the cognitive and relational tools necessary to decode the complexity of democratic processes. Through the methodology of learning by doing and the experiential approach (referencing Kolb's Cycle), we ensured that participants did not merely "study" democracy, but "lived" it actively. The activities in Siracusa, Rome, Brussels, and Palermo were conceived as training grounds for citizenship, where learning took place through direct experience, peer-to-peer education, and dialectical interaction with policy-makers. A key objective was raising the level of youth participation, aiming to surpass the lower rungs of Roger Hart's "Ladder of Participation" (manipulation or decoration) to reach the levels of consultation and youth-initiated participation. We wanted the Structured Dialogue not to be a rhetorical exercise, but a concrete practice of co-managing public issues. In this context, the role of the Youth Worker was interpreted as that of a process facilitator: not a figure providing pre-packaged answers, but one supporting the group in the critical analysis of local needs, in formulating coherent policy proposals, and in managing group dynamics, ensuring a safe space for the expression of every individuality. Furthermore, the project pursued the transversal objective of social inclusion, in full coherence with the horizontal priorities of the Erasmus+ programme. We worked to break down the barriers (economic, geographical, and social) that often prevent NEETs or young people residing in disadvantaged areas from accessing centers of decision-making power. The goal was to demonstrate that civic competence is not the prerogative of an elite, but a Life Skill acquirable through active education pathways. Bringing the issues of the Sicilian periphery to the European Parliament served the dual purpose of validating the participants' European identity and helping them understand the interconnection between local policies and EU strategies. Finally, "YouthPulse" aimed at the holistic development of the participant. Beyond the political objective, there was a strong pedagogical intent aimed at strengthening Key Competences (Key Competences for Lifelong Learning), with particular reference to personal, social, and learning-to-learn competence. We sought to stimulate critical thinking, public speaking skills, negotiation, and shared leadership. The expected result, and the ultimate goal of our educational intervention, was the creation of a network of young multipliers, capable of transferring the acquired know-how to their local communities, thus ensuring the sustainability and long-term impact of the project action well beyond its formal conclusion.