When we were designing this project, the starting point was not a theoretical idea about “intercultural dialogue”, but something we were repeatedly facing in our everyday youth work: young people meeting difference, but not really knowing how to deal with it. Many of the participants came from contexts where diversity is present, but often experienced through stereotypes, media narratives, or distance rather than real human interaction. We wanted to create a space where this could be unpacked safely, slowly, and through lived experience. Our main intention was therefore to bring young people together in a way that allows them to move beyond surface-level “cultural exchange” and actually build understanding through shared moments, discomfort, curiosity, and reflection. We aimed to create conditions where participants could speak about their own identities, listen to others, and realise how much complexity exists behind simple labels like nationality, religion, or background. A core objective was to strengthen participants’ ability to communicate across differences. In practice, this meant not only improving language confidence, but also learning how to listen, how to ask questions without judgement, and how to stay present in conversations that are not always easy. Through storytelling and small group work, we wanted participants to experience empathy not as a concept, but as something that develops when you hear someone’s personal story and recognise parts of yourself in it. Another important objective was to challenge stereotypes in a way that feels real, not imposed. Instead of “teaching” about diversity, we created situations where participants would naturally confront their own assumptions. This often happened in informal moments as much as in structured sessions. Our role as facilitators was to hold that space and help them reflect on what they were noticing. We also wanted to support young people in developing a sense of agency. The idea of “young cultural ambassadors” was not about giving them a title, but about helping them realise that they can carry these experiences back into their communities. This is why we included a strong focus on expression and sharing, especially through digital storytelling and the collaborative magazine. It gave participants tools to process their experience and communicate it further. The structure of two exchanges with an intermediary phase was designed intentionally. We knew that one activity alone is often not enough for deeper learning to settle. The time in between allowed participants to reflect, stay connected, and start translating their experience into their own context. When they met again, the level of discussion and trust was noticeably different, which allowed us to go deeper. Finally, we placed strong emphasis on non-formal learning as a way to keep the process participatory and grounded. Methods like interactive workshops, storytelling, and collaborative tasks were not just tools, but part of how we wanted young people to experience learning: through doing, sharing, and reflecting together. Overall, what we wanted to achieve was not only a positive intercultural experience, but a shift in how participants approach difference — with more openness, awareness, and responsibility in their everyday lives.