Through the project, we wanted to support young people in their personal and professional development, strengthen the quality of nonformal learning and create meaningful international learning opportunities that encourage participation, inclusion, intercultural dialogue, creativity and social responsibility. One of the main objectives was to provide young people with access to Erasmus+ learning opportunities and to help them understand what they can learn through international mobility. We wanted young people to experience youth exchanges not only as activities in which they participate, but also as a space where they can gradually learn how ideas become projects, how activities are planned, how learning outcomes are identified and how results are evaluated. The accreditation framework gave us an opportunity to involve young people in project development in a more accessible way, without immediately exposing them to the full complexity of individual project applications. This allowed them to express ideas in their own language, test project concepts, take part in planning and slowly develop the vocabulary, confidence and understanding needed for stronger participation in future youth initiatives. The project also aimed to support young people with fewer opportunities and to create inclusive learning environments where participants could explore important social topics, develop self-confidence and strengthen their sense of belonging. Through youth exchanges, we addressed themes such as stereotypes, solidarity, inclusion, sustainability, media literacy, active citizenship, cultural identity and social responsibility. Theatre education, creative methods, experiential learning, reflection and peer learning were used as important tools for helping young people understand themselves, others and the communities in which they live. Another important objective was to strengthen the competences of youth workers, youth leaders, trainers and other people supporting young people. During implementation, we again recognised how many new youth workers and junior leaders enter youth work with strong motivation but limited experience, pedagogical knowledge or confidence. For this reason, the project included professional development activities focused on nonformal learning, sexuality education, reflection, facilitation, inclusion and support for young people's physical, emotional and social wellbeing. We also wanted to respond to the growing interest among teachers and educators in using nonformal learning approaches within formal education. Although this was not the central objective of the accreditation at the beginning, the implementation period confirmed that there is a visible need and interest for better cooperation between formal and nonformal education. Through study visits and professional exchange, we explored how methods such as experiential learning, reflection, group work, creative expression and learning-by-doing can support more learner-centred educational environments. At organisational level, the project aimed to strengthen international cooperation, improve the quality of future mobility activities, support young people in taking more active roles in project planning and implementation, and further develop our capacity to deliver high-quality nonformal learning. The project contributed to the long-term objectives of the accreditation by combining youth exchanges, professional development activities and evaluation processes into one coherent learning cycle focused on young people's development, quality youth work and European cooperation.