Within this project, we realised (as part of the third year of our Accreditation implementation) the following aims outlined in our youth accreditation: Creating accessible activities that support a lifetime of learning and developing soft and transferable skills in the real world and digital environment Expanding and improving the network of youth workers Expand the availability of activities that build European and global identity Development of metacognitive skills in young people in real life and the digital environment We included 56 young people and 54 youth workers (around 50% youth workers that participated were young people too - so in total we included 86 young people), through 4 distinctive activities with different goals of their own (all contributing to the above-stated goals). The four learning mobilities below were designed to address these objectives through complementary approaches. 1. The Art of Ethics in Youth Work: The main aim of the training course “The Art of Ethics in Youth Work” was to strengthen the ethical competencies of youth workers through learning, reflection, and international exchange. We aimed to raise awareness of ethics as a core element of youth work, provide tools for navigating ethical dilemmas, and support the creation of ethical codes within participating organisations. Using methods like debates, simulations, and case studies, the project encouraged critical thinking and ethical decision-making. As a key outcome, each partner organisation began developing its own code of conduct to be finalised by June 2025. 2. Through the implementation of the international primary school camp Fake Fundamental Argumentation Knowledge and Education (FAKE), we aimed to: encourage critical thinking and argumentation literacy among primary school students, develop the ability to recognise fake news, manipulation, and unfounded arguments, empower students to use knowledge and logical reasoning in everyday communication, strengthen cooperation between students and teachers from different countries through an international and interdisciplinary approach, and promote openness, exchange of experiences, and the development of innovative educational methods. The ultimate goal was to ensure that students develop long-term skills and acquire knowledge that would help them become active members of their communities. 3. Youth Debate and Analytical Thinking Training for Coaches and Teachers: The learning mobility aimed to strengthen the capacity of educators and debate coaches to use debate as a method for developing young people’s analytical and critical thinking skills. Its main objectives were to improve participants’ understanding of debate structure and argumentation, to train them in giving constructive feedback to young people, and to support them in creating sustainable debate programs in schools, youth centers, and community spaces. The learning mobility also aimed to build participants’ confidence in working with sensitive or controversial topics, promote peer learning among educators from different countries, and encourage the use of debate as a youth work method that supports participation, inclusion, and active citizenship. 4. Youth Forum: This youth exchange learning mobility was designed to connect young people from EU and non-EU countries through debate methodology, fostering critical thinking, resilience to misinformation, intercultural communication, and a shared European and global identity. We achieved strong cooperation between participants from Croatia, Czechia, Georgia, Ukraine, and Albania, strengthened their ability to analyse political stability and democratic processes, improved their media literacy and civic engagement skills, and encouraged them to apply the acquired knowledge in their local communities.