With the implementation of our project “Media Literacy in the Age of Social Media”, our goal was to strengthen the media literacy of young people living in Hungarian secondary school dormitories, and to equip them with the knowledge, skills and attitudes necessary to become more responsible, conscious and critical media consumers and content creators. The background of the project lies in the fact that members of Generation Z – who formed our main target group – spend several hours a day on various digital platforms, yet issues such as media literacy, the recognition of fake news, responsible content production or data security are only marginally addressed, if at all, in formal education. In our experience, both parents and often teachers are lagging behind in this field, leaving young people to navigate a complex and often manipulative media environment on their own. The direct aim of the project was to organize interactive workshops in ten dormitories and two intensive training courses in Budapest, where we could reflect together on the role of media, the challenges of social networking platforms, and the tools of conscious and responsible use. Through the active involvement of young people, debates, playful methods and expert inputs, we wanted to ensure that participants would not only remain passive consumers of the online space, but also become active shapers: able to filter information, recognize manipulation and critically reflect on social media trends. Our objectives focused on three main areas: Knowledge expansion: enabling participants to understand the basics of media functioning, the psychological effects of social media, the mechanisms of fake news dissemination, and key European initiatives related to media literacy. Pelle Veronika, permanent guest lecturer of our program, is a recognized expert in media awareness at the NMHH, as well as a lecturer and researcher at Corvinus University of Budapest, whose outstanding professional knowledge greatly contributed to the high quality of the project. Skills development: debate games, the World Café method, as well as tools such as Pegapoll and Mentimeter, provided opportunities to strengthen critical thinking, public speaking, digital skills and argumentation. Attitude formation: promoting openness, tolerance, conscious media use and the acceptance of European values. A key goal was also the inclusion of young people with fewer opportunities, as dormitories are home to many students facing social, economic or cultural disadvantages. These young people often lack access to high-quality non-formal learning opportunities that would help them navigate everyday challenges. The dormitory setting was therefore ideal: a safe yet open environment that allowed for inclusion and the generation of wider social impact. The project also indirectly contributed to the European Youth Goals: it strengthened digital learning and competence development (Goal 8), supported the opportunities of young people in rural areas (Goal 6), and promoted inclusion and equality (Goal 3). In addition, we treated environmental awareness as an important horizontal priority: our roll-up exhibition was also made available online to reduce paper use, and sustainability was an explicit theme in our discussions. In summary, the aim of the project was not merely to provide information, but to create an experience in which young people were active participants – shaping content, voicing their opinions, asking questions and engaging in debates. The intended impact was that the more than 500 young people directly involved – and, indirectly, their communities, classes and families – would gain a more conscious, critical and responsible culture of media use, which in the long term could contribute to their democratic participation and community engagement