ICJA understands and designs its annual youth exchanges and professional development programmes as peace education. The rise of anti-democratic forces, progressive global warming, diverse existing and escalating conflicts in the EU and neighbouring partner countries, together with the social repercussions of the pandemic, add up to a scenario of multiple crises. We see this as a mission and a learning opportunity for European youth education in peace policy. All activities have the following in common: + Promoting the international engagement of young adults for a Europe based on solidarity in a peaceful world. + Intensive encounters and living and working together with young people from different social and cultural backgrounds and with different world views. + Teaching basic peace education skills, encounters and joint activities with target groups and those affected by the chosen topic. + Workshops with committed activists and excursions to civil society initiatives combined with artistic workshops for creative engagement with the respective topics and to reach more young people with these topics. + Against the backdrop of Russia's war against Ukraine, the topic of peace remains urgent in our ‘Young Activists for Peace’ project series and had to be addressed in every activity. Specifically, two professional training measures, A4 Young Activists Building Communities for Climate Justice and A5 Young Activists Performing Peace, as well as a youth exchange, A6 Young Leaders for Change, were implemented. During the training on climate justice, we taught participants about the global problems associated with global warming in terms of the global injustice that accompanies it. Using examples, they learned how colonialism, racism and the climate crisis are intertwined, that the Western lifestyle and its consumption patterns are the cause of the climate crisis, and how people in many regions of the Global South are already suffering immensely from global warming. A central aspect in each case was the example set by committed communities (action groups, associations or civil society initiatives) that are working in a variety of ways to preserve our living conditions. Exemplary materials, work units, campaigns, concepts and role models for working towards greater climate justice were presented and their adaptation for educational work with young people was discussed. With the training course ‘Young Activists Performing Peace’, we wanted to sensitise those active in political education to the topics of peace, conflict resolution and theatre by teaching them the basic theories and methods of the Theatre of the Oppressed and Epic Theatre. Theatre and stage production only work when the actors work on both their bodies and minds at the same time, which is why intensive training in selected methods of bodywork was offered as a supplement. Theoretical input was thus made tangible through interactive methods. The A6 youth exchange programme ‘Young Leaders for Change’ pursued several interrelated goals relating to both the topic of peace and the long-term impact in the participating cities and in Berlin. The programme aimed to teach skills such as peaceful dialogue, mediation and conflict transformation and to enable participants to pass on this knowledge independently to a young target group in workshops. This created a multiplier effect that carried the impact of the project beyond the actual training into civil society. The meeting was divided into two phases: during the first ten days, the theoretical and practical basics were taught and tested. The participants then worked in small groups to develop their own workshop concepts. These were first tested in a practical session in Berlin and later implemented in the respective city groups after their return. During the three practical days in Berlin, the participants worked in teams of three – one person from each city – to conduct workshops in Berlin schools and youth centres. The content of these workshops was developed jointly by the teams and was reviewed and adapted after each session. Beyond the encounter itself, the project aimed to establish contacts with schools and youth organisations and to engage them in the topics of peace dialogue, mediation and conflict transformation. This resulted in the creation of a network that contributed to the long-term anchoring of the project content. Special attention was paid to emphasising the town twinning: the cooperation and encounter between the three towns was to be made visible in the workshops and strengthen the bonds between them.